To see the other types of publications on this topic, follow the link: Didactic test.
Journal articles on the topic 'Didactic test'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Didactic test.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
Dharma, Dian, Kamid Kamid, and Yantoro Yantoro. "Analyzing Learning Obstacle with Didactical Design Research on Three Dimensional Distance Material." Indonesian Journal of Science and Mathematics Education 4, no. 3 (November 30, 2021): 287–301. http://dx.doi.org/10.24042/ijsme.v4i3.10355.
Full textAbstract:
he purpose of this study was to analyze the barriers to learning three-dimensional distance material using Didactical Design Research (DDR). The subjects of this study were two groups of class 12. The instruments used in this study were pretest (initial test) and post test (final test) which consisted of a test of the respondent’s ability, interview sheets, and observation notes. The data obtained were analyzed using three DDR steps: (1) didactic situation analysis by recontextualizing, repersonalizing, and developing didactic designs which include PDA (Pedagogical Didactic Anticipation); (2) metapedadidactic analysis by applying PDA; and (3) retrospective analysis linking didactic and metapedadidactic situations. The results showed that the identified learning obstacles can be anticipated by using PDA. The application of the didactic learning design shows that this design can be an alternative to third-dimensional distance learning in grade 12 because it can minimize student learning barriers that have been identified previously.
3
Jatmiko, Muhammad Anang, Tatang Herman, and Jarnawi A. Dahlan. "Desain Didaktis Materi Kaidah Pencacahan Untuk Siswa SMA Kelas XI." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 1 (August 5, 2021): 35–54. http://dx.doi.org/10.36269/hjrme.v4i1.464.
Full textAbstract:
This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers.
4
KRUPOVÁ, Ivana. "SCIENCE EDUCATION'S DIDACTIC TEST OF THE THEME TECHNIQUE AND TECHNICAL DISCOVERIES." Journal of Technology and Information 2, no. 1 (April 1, 2010): 62–67. http://dx.doi.org/10.5507/jtie.2010.011.
Full text
5
Angraini, Lilis Marina. "Didactical Design of Mathematical Reasoning in Mathematical Basic Concepts of Courses." JNPM (Jurnal Nasional Pendidikan Matematika) 5, no. 1 (March 31, 2021): 1. http://dx.doi.org/10.33603/jnpm.v5i1.3943.
Full textAbstract:
Abstract. This research is motivated by the epistemological difficulties of students in mathematical concepts. This research aims to make a didactic design in courses of Mathematics Basic Concepts. The method used in this research is Didactic Design Research (DDR). This research was conducted at the University majoring in Elementary School Teacher Education in the first semester in Riau, who attended in courses of Mathematics Basic Concepts as many as 43 students. Data collection techniques in this research were carried out by triangulation which is a combination of written tests, interviews and documentation studies, with data sources of students and lecturers. The results of the study were didactic designs consisting of three learning designs. Didactic design was developed through three stages. Firstly arranging an initial didactic design based on student difficulties, secondly a methapedadidactic analysis is carried out while learning takes place and thirdly a retrospective analysis is done by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. The retrospective analysis carried out by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. Result shows that there are fewer student learning difficulties and some are still happening, so that a revised didactic design is needed to improve the initial didactic design so that student learning difficulties can be overcome. The results of the didactic design implementation of students' mathematical reasoning concepts are in accordance with the predictions of the responses made.Keywords: Didactic Design, Mathematical Reasoning, Learning Obstacle, Retrospective Analysis.
6
Wati, Indah Kartika, Destiniar Destiniar, and Nyiayu Fahriza Fuadiah. "Didactic Anticipation of Two Matrix Multiplication Learning." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (September 14, 2020): 1. http://dx.doi.org/10.25273/jipm.v9i1.5904.
Full textAbstract:
<p>This study aims to create a didactic design in an effort to overcome the learning obstacle through DDR (Didactical Design Research) in learning multiplication of two matrices through prospective, meta-pedadidactic, and retrospective analysis stages. Data collection using the following techniques: 1) observation, namely observing learning activities, analyzing teaching materials and learning implementation plans used by teachers in classroom learning; 2) tests in the form of diagnostic tests for students to determine the learning obstacle, prerequisite ability tests, and final identification tests; 3) interviews with mathematics subject teachers by asking questions that lead to student difficulties and teacher difficulties in delivering mathematics learning material; and 4) instructional videos in the learning process. The data were analyzed to find a learning obstacle and based on these findings, a was prepared Hypothetical Learning Trajectory (HLT)which was outlined in a hypothetical didactic design. The didactic design that has been designed is implemented to test as well as validate HLT. The results of the instructional video recordings were analyzed in the meta-pedadactic stage. The didactic design of the two matrix multiplication material contains didactic anticipation that can be an alternative for the teacher when facing situations and responses that may occur.<strong> </strong></p>
7
Firestone *, William A., Lora Monfils, and Roberta Y. Schorr. "Test preparation in New Jersey: inquiry‐oriented and didactic responses1." Assessment in Education: Principles, Policy & Practice 11, no. 1 (March 2004): 67–88. http://dx.doi.org/10.1080/0969594042000209001.
Full text
8
Anggara, Benny, Winoto Wahyudi, Futichatur Rizqi, Dimas Fajar Maulana, Sisca Rachmaningsih, and Sthefani Adhitya. "IMPLEMENTASI DESAIN DIDAKTIS KONSEP PROGRAM LINEAR DALAM MENGATASI KESULITAN BELAJAR SISWA." Jurnal Pendidikan Matematika Universitas Lampung 9, no. 4 (December 31, 2021): 427–41. http://dx.doi.org/10.23960/mtk/v9i4.pp427-441.
Full textAbstract:
One way that can be done in overcoming these students' learning difficulties is by making improvements related to the teaching materials presented. This is done so that students can understand the concept of linear programming that is not textual. Therefore, this research was developed to develop a design of teaching materials (didactic design) that is more relevant for students so that students' learning difficulties can be overcome. Abstract is different from summary. The research method used is qualitative research methods with design research using Didactical Design Research (DDR). The subjects in this study were 37 high school students in class X in one of the schools in Kabupaten Cirebon. This study has three important stages, namely, preparing ADP, metapedadidactic analysis, and retrospective analysis. The results obtained in this study are that the didactic design was developed with four didactic situations to solve students' difficulties in determining the optimum value of the problem using the test point method and the probing line method.
9
Lovyanova, I. V., and A. V. Shamne. "PSYCHOLOGICAL AND DIDACTIC FEATURES TEST TEST OF STUDENTS 'KNOWLEDGE IN CONDITIONS PERSONALITY-ORIENTED LEARNING." Educational Dimension 8 (May 24, 2022): 374–79. http://dx.doi.org/10.31812/educdim.5485.
Full textAbstract:
Account of the age psychological particularities of the development schoolboys at period of early adolescence and particularities component composition to educational activity pupils in their senior year with standpoint o f the organizations o f the checking the knowledge in condition larval-oriented education on example of the test tasks are analyzed in article.
10
Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (February 7, 2020): 33. http://dx.doi.org/10.3390/educsci10020033.
Full textAbstract:
Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
11
Rerev, Revina Putri Hermawan. "Desain didaktis berbasis Permainan Tradisional Engklek di Sekolah Dasar." Paedagogia: Jurnal Pendidikan 10, no. 2 (September 30, 2021): 41–53. http://dx.doi.org/10.24239/pdg.vol10.iss2.161.
Full textAbstract:
Abstract
This research motivated by the findings of learning obstacles experienced students in material around square. This is known based on the results of test questions conducted during preliminary study to fourth grade elementary school students. To overcome learning obstacles experienced by students, researchers will design a didactic design. The purpose of this study is to describe the didactic design on the material around square and describe the students' responses the implementation of didactic design. The didactic design can be interpreted learning design that emphasizes the didactic aspect, namely the teacher's teaching method. This study uses method with a Didactical Design Research (DDR) research design consisting of three research stages, namely a prospective analysis of the didactic situation before learning (prospective analysis) in the form of a Hypothetical Didactic Design including ADP (Pedagogical Didactic Analysis), metapedadidactive analysis, and retrospective analysis (retrospective analysis), with data collection techniques used in the form of interviews, observations, and attitude scales. The research subjects were 26 students in grades IV and VI and 1 teacher for grade IV at SDN 1 Sindangrasa. Based on results of study, through application of the didactic design carried out in stages I and II, can help overcome learning obstacles experienced by students in the material around a square. This is shown from the students' responses on the attitude scale, results of the LAS (Student Activity Sheet) work and interviews with teachers. In addition, didactic design is able to create a fun and meaningful learning atmosphere for students.
Keywords: learning obstacle, didactical design research, square, meaningful learning, LAS
Abstrak
Penelitian ini dilatarbelakangi oleh adanya temuan learning obstacle yang dialami siswa pada materi keliling persegi. Hal ini diketahui berdasarkan hasil soal tes yang dilakukan pada saat studi pendahuluan kepada siswa kelas IV Sekolah Dasar. Untuk mengatasi learning obstacle yang dialami siswa, peneliti akan merancang sebuah desain didaktis. Tujuan dari penelitian ini adalah untuk mendeskripsikan desain didaktis pada materi keliling persegi serta memaparkan respon siswa dan guru terhadap implementasi desain didaktis tersebut. Desain didaktis dapat diartikan sebagai desain pembelajaran yang lebih menekankan pada aspek didaktik yakni cara pengajaran guru. Penelitian ini menggunakan metode Didactical Design Research (DDR) yang terdiri dari tiga tahap penelitian, yakni analisis situasi didaktis sebelum pembelajaran (prospective analysis) berupa Desain Didaktis Hipotesis termasuk ADP (Analisis Didaktis Pedagogis), analisis metapedadidaktif, dan analisis retrospektif (retrospective analysis), dengan teknik pengumpulan data yang digunakan berupa wawancara, observasi, dan skala sikap. Subjek penelitian yaitu 26 siswa kelas IV dan VI serta 1 guru kelas IV SDN 1 Sindangrasa. Berdasarkan hasil penelitian, melalui penerapan desain didaktis yang dilakukan pada tahap I dan II dapat membantu mengatasi learning obstacle yang dialami siswa pada materi keliling persegi. Hal ini ditunjukkan dari respon siswa pada skala sikap, hasil pengerjaan LAS (Lembar Aktivitas Siswa) serta wawancara terhadap guru. Selain itu, desain didaktis mampu menciptakan suasana pembelajaran yang menyenangkan dan bermakna bagi siswa.
Kata kunci : hambatan belajar, desain didaktis, persegi, pembelajaran bermakna, LAS
12
Narayanan, Sareesh Naduvil, Iffath Ahmed, Batul Saherawala, Fatmaelzahraa Foud, and Tarig Hakim Merghani. "Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students." Advances in Physiology Education 45, no. 3 (September 1, 2021): 580–88. http://dx.doi.org/10.1152/advan.00221.2020.
Full textAbstract:
Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.
13
Bulgakov, Oleg, and Anna Dedikova. "Testing educational achievements: from knowledge test to test of understanding." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 2 (July 21, 2020): 183–90. http://dx.doi.org/10.35750/2071-8284-2020-2-183-190.
Full textAbstract:
The article presents the results of author’s research in the field of assessing the formation of competencies of students in educational institutions of higher education using test technologies. The analysis carried out in the context of pedagogical qualimetry allows us to draw conclusions about the high didactic potential of individual test tasks with the ordering of answers. The study of the features of the application of test technologies in the formation of funds for assessment tools for ongoing educational programs of higher education revealed the advantage of this tool, expressed in the form of the ability to differentiate grades de-pending on the didactic goals of the test and the depth of control of educational achievements. In the article, it is scientifically grounded that the use of single test tasks with ordering of answers, unlike other types of tests (for example, with a single choice, multiple choice, establishing compliance, establishing a sequence), provides the developer with significantly more possibilities in forming grading scale and at the same time provides it with more interesting for analysis results of monitoring student performance. The authors of the article obtained initial analytical data, with the help of which quantitative characteristics can be calculated, which, together with the relevant criteria, can evaluate the success of the test solution. The method of questioning students who were trained according to the advanced training program of the faculty “Innovative Educational Technologies” received estimates of various types of test items, it was confirmed that the development of tests based on single test items with ordering of answers requires not only deep knowledge in his subject, but also creative abilities and general outlook. Recommendations on the introduction of test technologies in the educational environment are given.
14
Desai, Anupama, and Neeta Banzal. "Comparison of small group discussions and didactic lectures in pharmacology for medical undergraduate students." International Journal of Basic & Clinical Pharmacology 10, no. 11 (October 22, 2021): 1245. http://dx.doi.org/10.18203/2319-2003.ijbcp20214088.
Full textAbstract:
Background: Conventionally, in most medical colleges, didactic lectures form a major part of teaching, however this method of teaching has many limitations. There has been a paradigm shift in teaching learning methods which now favor enhanced student involvement. Small group discussion (SGD) is one such method which has been frequently compared with didactic lectures. This study aims to compare these two teaching learning methods.Methods: This was a randomized prospective cross sectional, comparative study carried out with 120 second MBBS students of Pharmacology. The students were randomly divided into two groups. Group A was taught by conventional didactic method and group B learnt the same topic by SGD method. For the next topic there was a crossover. After a week students appeared for a test and were asked to fill a 5-point Likert scale perception analysis form.Results: The post-test average scores for didactic lecture were 6.42±2.43 and for SGD were 6.15±2.70 (p value 0.4167). About 88% students agree (50% strongly agree and 38% agree) that SGD is motivating, 85% student agree that SGD is interesting form of learning however 26% student feel that some student dominated in the SGD and 33% student felt more comfortable in lectures.Conclusions: The perception analysis showed that majority of the students found SGD better than didactic lectures in terms of learning, involvement, clearing doubts, increasing self-confidence however analysis of the test scores showed no statistically significant difference amongst the marks obtained after didactic lectures or small group discussion.
15
Mirete Ruiz, Ana Belén, Francisco Alberto García-Sánchez, and Mª Cristina Sánchez-López. "Implicación del alumnado en la valoración de su satisfacción con las webs didácticas." Edutec. Revista Electrónica de Tecnología Educativa, no. 37 (September 20, 2011): a175. http://dx.doi.org/10.21556/edutec.2011.37.394.
Full textAbstract:
Presentamos el proceso y resultado del esfuerzo por implicar al alumnado universitario en la valoración de Web Didácticas. Hemos trabajado cooperativamente con alumnos y profesores, con el objetivo de conseguir un instrumento de evaluación ajustado a la percepción que ambos colectivos tienen del recurso. Nuestros resultados aportan un conjunto de ítems para valorar la satisfacción del alumnado con las webs didácticas y la comprobación de que ese recurso, desde una perspectiva didáctica, resulta muy bien valorado por el alumnado.Implication of the student body in the appraisal of his satisfaction with the use of didactic websitesAbstractWe introduce the process and the results of an effort in order to implicate the universitary student body in the appraisal of their satisfaction about the use of the didactic webs. We have worked hand to hand with students and professors, with the aim to obtain an instrument of evaluation adjusted to the perception that both groups have of the resource. Our results provide a set of items to evaluate the satisfaction of the learners with the use of didactic websites and the test that this technological resource, oriented from a didactical view, is well valued by the student body.
16
M, Shruthy K. "A comparative study of the effectiveness of problem-based learning versus tutorials in first-year MBBS students." Medpulse International Journal of Anatomy 19, no. 2 (2021): 20–24. http://dx.doi.org/10.26611/10011922.
Full textAbstract:
Background: Anatomy is one of the basic subjects a first- year of M.B.B.S student has to learn. It is the keystone to the foundation of the medical curriculum. Knowledge of Anatomy is extensively related in context to almost every aspect of the Medical Curriculum and practice of medicine. Hence it needs to be taught and learned efficiently by medical graduates. The current study aims to record and analyze the effect of teaching methodologies like problem-based learning (PBL) and tutorials when combined with didactic lecture among first -year medical undergraduate students. Materials and Methods: This comparative study was done at A.C.S Medical College and Hospital .150 first- year M.B.B.S students had given consent to participate in the study. All students attended to didactic lectures. They were randomly split into 2 groups (Group A and Group B-75 in each). Group A and B were further divided into 3 small groups (25 students in each). Both groups are to undergo tutorial and PBL sessions for 4 selected topics in Gross Anatomy of Abdomen during the practical session. A Pre-test followed by a post-test was given to compare the knowledge acquired by the students. Self-administered feedback was taken to understand the preferred methodology. Results: On data analysis, the paired T showed a significant difference between the means of Pre-test and Post-test marks (P=.001) in both the groups exposed to didactic lectures with tutorials and didactic lectures with PBL, thus indicating that knowledge acquired in both teaching-learning methods was of significance. Knowledge gained in didactic lectures with PBL was significantly higher (P=0.001) than from didactic lectures with tutorials. 76% of students preferred and accepted PBL as a better teaching methodology Conclusion: The current study clearly states with PBL is more effective in terms of critical thinking and concept building. However, students want both PBL and tutorial sessions to be included along with didactic lectures.
17
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 (September 30, 2021): 345–56. http://dx.doi.org/10.31980/mosharafa.v10i3.1042.
Full textAbstract:
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 Pekanbaru. Hasil studi menunjukkan calon guru sekolah dasar memiliki pengetahuan matematika dan teknologi cukup baik, namun pengetahuan didaktika sangat rendah. Analisis pengetahuan calon guru menggunkan rasch model mampu memberikan gambaran tingkat kesulitan soal/item yang diberikan, tingkat pengetahuan responden, dan interaksi antar responden dan antar soal. Institusi pendidikan perlu mengembangkan pembelajaran bagi calon guru sekolah dasar yang mampu mendukung penguatan dan pengembangan pengetahuan matematika, didaktika, dan teknologi. Prospective Elementary Teachers’ Mathematical, Didactic, and Technological Knowledge Using Rasch Model Analysis AbstractKnowledge 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 have relatively sufficient mathematics and technological knowledge, but they were lack of didactic knowledge. Analysis of pre-service teachers’ knowledge using the Rasch model can provide an overview of the difficulty level of the items given, the level of pre-service teachers’ knowledge, and the interaction between respondents and between questions. Institutions need to develop learning instruction for pre-service teachers that can support the strengthening and development of their mathematical, didactic, and technological knowledge.
18
Prada-Núñez, R., A. A. Gamboa-Suárez, and W. R. Avendaño-Castro. "Didactic Engineering as a research method in physics teaching." Journal of Physics: Conference Series 2102, no. 1 (November 1, 2021): 012002. http://dx.doi.org/10.1088/1742-6596/2102/1/012002.
Full textAbstract:
Abstract Several mathematical concepts have application in physics; this paper reports the results of a pedagogical investigation based on the methodology known as didactic engineering, which has been proposed with the aim of improving the skills exhibited by a group of eleventh grade students from a private institution in the interpretation of kinematic graphs. The concept of the slope of the straight line and how this mathematical concept can represent velocity or acceleration according to the variables considered in the kinematics graph provided was enhanced in the pedagogical intervention. This methodology offers a process of internal validation, after comparing the results obtained in a knowledge test at two different points in time (pre-test and post-test). The results allowed us to identify improvements in all students in terms of basic kinematics graph interpretation skills, and a group of students stood out by advancing in more complex reasoning and interpretation processes. These results contribute to the improvement of the pedagogical practices of Physics teachers at secondary and middle school levels, making them more competent when they enter higher education.
19
Raikhelgauz, Leonid B. "Factors of academic resistance formation." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 29–36. http://dx.doi.org/10.20323/1813-145x-2021-1-118-29-36.
Full textAbstract:
The article is devoted to the analysis of factors for forming academic resilience, defined by the author as students’ ability to cope with educational tasks successfully, despite the failures and problems typical of the usual course of study. While considering the educational process through the prism of forming this result, the author determines not so much the acquisition of knowledge as the complex development of the personality, but the formation of superimposed skills necessary for solving life problems. The article provides evidence that academic residency contributes to the formation of the personality of learners and the development of such vital qualities as the ability to control their efforts and achieve planned results. Factors for the formation of academic resistivity are considered in the hierarchy. The change of educational targets in accordance with the challenges of the post-industrial era is considered as a system-forming factor, the concept of metacognitive is called an epistemological factor, didactic factors include: didactic content, didactic relationships and academic productivity of students. The theoretical and practical significance of the materials of the article is due to the isolation, justification and description of the drivers of academic resistance development, which determine the nature and individual features of this process. The analysis of the author's own pedagogical experience allows us to argue that the result of the combined action of the factors described in the article is students’ ability not to fear errors, to build and test hypotheses, to rely on logic and think beyond frames. This article continues the discussion started earlier on the pages of Yaroslavl Pedagogical Bulletin journal and within the framework of the activities of the inter-university research center «New Didactics» on issues of methodology and practice in the field of didactics of pedagogical education and higher education in general.
20
Rangel Peinado, Carlos Luis, Henry de Jesús Gallardo Pérez, and Mawency Vergel Ortega. "Didactic engineering in the development of numerical thinking." Revista Boletín Redipe 9, no. 9 (September 1, 2020): 140–46. http://dx.doi.org/10.36260/rbr.v9i9.1072.
Full textAbstract:
The development of numerical thinking in primary education is an important aspect of children's mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children.
21
Richardson, Frank J., and Kevin P. Weinfurt. "Death Education: A Comparison of two Programs for Mothers of Young Children." OMEGA - Journal of Death and Dying 34, no. 2 (January 1, 1996): 149–62. http://dx.doi.org/10.2190/86r1-nc04-dunu-um73.
Full textAbstract:
The study compared two death education programs for mothers ( N = 90) of young children. Pre- and post-test scores on the State-Anxiety Scale and researcher-designed instruments that included the Children's Questions About Death Scale (CQADS) and Future Plans Inventory (FPI) were compared. Mothers in both the Didactic and Didactic-Experiential programs scored significantly higher than the Control group in their level of effectiveness in responding to children's questions, but the two treatment groups did not significantly differ from each other. Neither the Didactic Death Education nor the Didactic-Experiential Death Education programs significantly affected mothers' anxiety before responding to children's questions about death. Post hoc analyses suggested trends relating subject characteristics to mother's level of effectiveness in responding to a child's questions about death.
22
Dedy, Endang, and Encum Sumiaty. "Desain Didaktis Bahan Ajar Matematika SMP Berbasis Learning Obstacle dan Learning Trajectory." Jurnal Review Pembelajaran Matematika 2, no. 1 (June 16, 2017): 69–80. http://dx.doi.org/10.15642/jrpm.2017.2.1.69-80.
Full textAbstract:
This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
23
Navarro-Ibarra, Lizzeth, and Omar Cuevas-Salazar. "Arithmetic in Higher Education—A Learning Acquired in Elementary Education." International Education Studies 14, no. 2 (January 27, 2021): 54. http://dx.doi.org/10.5539/ies.v14n2p54.
Full textAbstract:
This research arises as a necessity to solve deficiencies in basic mathematics in university students. The objective was to determine the effect on academic achievement when implementing a didactic strategy for learning arithmetic. The study design is pre-experimental with pretest and post-test. The participants of the experiment are freshman year students for the bachelors in engineering program. 332 students participated in the research, who studied five topics in the didactic strategy. The data were collected with quizzes before and after each learning activity. The data analysis technique carried out was the Mann-Whitney U test for independent samples. Academic achievement improved in four subjects. For this reason, it can be established that the design and implementation of the didactic strategy benefit the students by allowing them to remember a topic in an environment that provides instruction and instant feedback.
24
Nassif, Joseph, Joe Eid, Anwar Nassar, Imad Bou Akl, Antoine Abu Musa, Sehrish Abbasi, and Rana Sharara. "Self-based Learning Compared to Didactic Learning for Basic Medical or Surgical Technical Skills." International Journal for Innovation Education and Research 5, no. 4 (April 30, 2017): 143–59. http://dx.doi.org/10.31686/ijier.vol5.iss4.679.
Full textAbstract:
This randomized controlled study compared self-based learning (SBL) to didactic learning (DL) in teaching medical students medical and surgical skills. Self-based learning is at least as good as didactic learning in teaching medical students. The skills used were IV line insertion and simple interrupted suture. Sixty-four consenting second year medical students were randomly divided into two groups of 32 students each. For the IV line insertion activity, Group 1 was given a short didactic lecture on IV line insertion and Group 2 received a self-based learning task. Both groups were assessed a week later for IV line insertion on a dummy. Then the two groups were crossed over, where Group 2 attended a short didactic lecture and Group 1 underwent a self-based learning task on simple interrupted suturing. Both groups were assessed a week later using a suturing pad model. Statistical analysis of data, collected from assessment forms and questionnaires, was done using χ2 test (chi-square test). The results showed that there was no significant difference between the two groups in terms of their performance assessment, for both skills. However, student satisfaction significantly differed between the two groups with the SBL group expressing higher overall satisfaction in both activities. Self-based learning should be integrated in medical curricula since its comparable to didactic learning in terms of students’ performance and leads to higher student satisfaction.
25
ALVES, Francisco Régis Viera, Rosalide Carvalho de SOUSA, and Francisca Cláudia Fernandes FONTENELE. "Didactical Engeering of second generation: a proposal of the design and a teaching resource with support of the GeoGebra software in Brazil." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 142–56. http://dx.doi.org/10.24193/adn.13.2.10.
Full textAbstract:
Abstract: This article presents a partial excerpt from an ongoing master's research on the methodological theoretical aspects of problems related to the content of volumes, selected from the evaluations of the National High School Exam (ENEM). The Exam consists of a test proposed by the Brazilian federal government, which aims to assess the performance of students at the end of high school, in addition to being used as a selection criterion to enter higher education. In this way, a didactic situation is proposed in the context of ENEM structured in the Theory of Didactic Situations (TSD) and subsidized by the use of the GeoGebra software as a technological resource for the construction and resolution of the problem situation on the volume of a cylinder. The didactic session was consolidated in Didactic Training Engineering (EDF) and developed to design a didactic resource for teaching and training mathematics teachers. GeoGebra was used to carry out the didactic transposition of the problem, as it benefits the student to break the difficulties inherent in the understanding and appropriation of geometric concepts. This structure facilitates didactic mediation, in addition to giving a new meaning to the study and teaching of volumes in the context of ENEM assessments.
26
Sidik, Geri Syahril, Didi Suryadi, and Turmudi Turmudi. "Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking." Education Research International 2021 (November 27, 2021): 1–10. http://dx.doi.org/10.1155/2021/5935179.
Full textAbstract:
This study aims at exploring learning obstacles about arithmetic operations, and problems of addition and subtraction of whole numbers in primary schools. This preliminary qualitative research used a didactic research design. The participants of this study were 50 second-grade students at primary schools in three regencies. The instruments used were test and nontest. The test technique was conducted by giving questions about algebra, whereas the nontest technique was in the form of interviews. The data were analyzed using interactive analysis by Miles & Huberman. The findings indicate that there are three types of learning obstacles, namely, (1) ontogenic obstacles with psychological and instrumental types (students feel afraid and do not understand the prerequisite material), (2) epistemological obstacles (students’ experience in working on story problems with the concept of algebraic thinking does not exist), and (3) didactical obstacle (the methods taught tend to focus on the counting process instead of understanding the concept). Learning barriers can be categorized into three types, namely, ontogenic, epistemological, and didactic barriers. With the discovery of these learning barriers, a solution is found in the form of making learning designs that are tailored to the learning obstacles found. One of them is by applying grading questions from story problems into mathematical sentences.
27
Al-Zain, Afnan O., Adel M. Abdel-Azim, and Hisham I. Othman. "Dental Students’ Didactic and Psychomotor Skills Performance in Dental Anatomy and Preclinical Operative Dentistry Courses in a Saudi Governmental School." International Journal of Dentistry 2021 (December 2, 2021): 1–8. http://dx.doi.org/10.1155/2021/7713058.
Full textAbstract:
Background. Knowledge and psychomotor skills are essential in dental education. The aims were to (1) investigate the correlation between dental students’ didactic and psychomotor skills performance in the dental anatomy and preclinical operative dentistry courses and (2) explore the impact of gender on students’ performance in both courses. Materials and Methods. A retrospective cohort study was performed on dental students’ (164 students; 72 males and 92 females) dental anatomy and preclinical operative courses scores of the same class over 2 years (2018–2020). Didactic and practical scores were collected. The didactic scores included examinations. Practical scores included tooth wax carving for the dental anatomy course and class II cavity preparations and restorations for the preclinical operative. Student’s t-test and ANOVA were used to analyze the difference between the didactic and psychomotor skills scores of both courses and genders. Pearson’s correlation coefficient was used to explore correlations ( p < 0.05 ). Results. Moderate, positive, and significant correlations were found between didactic scores in both courses and between dental anatomy’s didactic and psychomotor skills. A weak, positive, and significant correlation existed between the preclinical operative didactic and psychomotor silks ( p < 0.05 ). Females’ didactic performance was significantly better than males. Gender had a significant, positive, and moderate correlation in the dental anatomy course, but moderate-weak in preclinical operative ( p < 0.05 ). Conclusion. Students’ didactic and psychomotor performance correlations in dental anatomy and preclinical operative courses were positive. The correlation was moderate and weak and varied by course. Gender had a significant impact on student performance and varied by procedure and courses investigated.
28
Baltodano-Enríquez, Manuel. "Análisis e implicaciones de los resultados de las prácticas pedagógicas de un docente líder en una prueba piloto de innovación en el proyecto Conectándonos." Revista Electrónica Educare 22, no. 2 (February 16, 2018): 1. http://dx.doi.org/10.15359/ree.22-2.4.
Full textAbstract:
This article presents the results of a teacher leader’s pedagogical practices in a pilot test on innovation implemented in a Costa Rican primary school. The pilot test was conducted due to the need of renewing the technological equipment in schools belonging to Conectándonos MEP-FQT project run by the Department of Research, Development, and Implementation of the Ministry of Public Education and Quiros-Tanzi Foundation. This pilot test aimed to diagnose the pedagogical practices of a teacher leader through the exploration and use of didactic digital resources of Clamshell-type laptops and an interactive projector. This equipment was used to favor the teacher’s pedagogical mediation through the access, selection, and use of didactic digital resources. To collect the information, we used non-participant observation guides, a questionnaire with open questions, and a bibliographic review of the teacher’s didactic planning. The systematization of the observation guides permitted to put in evidence, naturally and concretely, the aspects covered by the objectives of the study. The information was analyzed with a qualitative approach of phenomenological type. This approach defined categories and subcategories that, later, were linked to establish coincidences, similarities, differences, and the presence or absence of terms and phrases. Likewise, the data were interpreted to relate the information collected through the analysis and the theoretical patterns. This interpretation permitted, afterwards, to reflect on the studied categories. Finally, the main conclusion drawn from the pilot test was that the collaborative work between students was promoted and the learning objectives in the didactic planning drawn up by the teacher were achieved.
29
Tu, Yu-Ching, Yi-Jung Lin, Jonathan W. Lee, and Lir-Wan Fan. "Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course." Journal of Nursing Education 56, no. 11 (November 1, 2017): 683–87. http://dx.doi.org/10.3928/01484834-20171020-09.
Full text
30
Slater, Michael D., David B. Buller, Emily Waters, Margarita Archibeque, and Michelle LeBlanc. "A Test of Conversational and Testimonial Messages versus Didactic Presentations of Nutrition Information." Journal of Nutrition Education and Behavior 35, no. 5 (September 2003): 255–59. http://dx.doi.org/10.1016/s1499-4046(06)60056-0.
Full text
31
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 (December 5, 2020): 1020–33. http://dx.doi.org/10.33225/jbse/20.19.1020.
Full textAbstract:
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 teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases
32
Patkar, Kshitija Umesh, Umesh Suresh Patkar, and Vrunda Subhash Kolte. "Efficacy of flipped classroom method in teaching-learning physiology." Indian Journal of Physiology and Pharmacology 65 (December 8, 2021): 204–9. http://dx.doi.org/10.25259/ijpp_350_2020.
Full textAbstract:
Objectives: The overall goal of the study was to foster self-directed learning, critical thinking and problem-solving skills in 1st-year medical students. Another goal was to create interest in learning by making it more interactive. As per the requirement of a competency-based medical education curriculum, we tried to use a novel teaching method called Flipped classroom method to meet our goals. Hence, the objectives of this study were: (1) To compare the effect of flipped classroom method and didactic lecture on students’ performance in the topics from renal physiology by MCQ test. (2) To obtain students’ perception about flipped classroom method in learning physiology. (3) To obtain teachers’ perception about flipped classroom method in teaching physiology. Materials and Methods: Flipped classroom method was introduced for teaching two topics in renal physiology for first MBBS students. This cross-over experimental study included 112 first M.B.B.S. students, after taking their informed consent and Ethics Committee permission. They were divided into two groups according to odd and even roll numbers. In the first part of the study, Group A (odd roll numbers) attended the didactic lecture on Renal Clearance (RC) and Group B (even roll numbers) attended the didactic lecture on Glomerular Filtration Rate (GFR). These topics were taught by two different teachers in two different classrooms. They were administered pre-test and post-test in the form of case-based MCQs which tests knowledge, critical thinking, and problem-solving skills on the topic. In the second part, two groups were swapped. Group A attended flipped class for G.F.R. and Group B attended flipped class for RC. They were again administered pre-test and post-test in the form of the same MCQ test. The teacher remained the same for the particular topic. For the flipped class, students came prepared with the topic. They were provided with resource materials of the allotted topic 1 week prior, in the form of pre-recorded lectures and videos. Students’ feedback in the form of a questionnaire and teachers’ feedback in the form of the interview was obtained. Marks obtained by students after didactic teaching and flipped classroom method teaching were compared by “Student’s t-test.” Results: The post-test score of students in the flipped class was significantly higher (P < 0.05) than the post-test score of students in didactic class. More than 85% of students agreed and strongly agreed that the flipped classroom method improved their learning in renal physiology and it increased their confidence in answering the topic in the final exam. Near about 50% of students liked the flipped class method because of its interactive nature and discussion which was based on the application of knowledge. The teachers were more satisfied by flipped classroom method of teaching. Conclusion: Flipped classroom method is an effective teaching-learning method in physiology when compared with a didactic lecture.
33
Cajo, Diego Patricio Hidalgo, Víctor Manuel Oquendo Coronado, Byron Geovanny Hidalgo Cajo, Iván Mesías Hidalgo Cajo, Byron Fernando Castillo Parra, and Mercedes Gabriela Montenegro Chanalata. "Incidencia del Software Educativo en el proceso de enseñanza-aprendizaje de la Matemática." European Scientific Journal, ESJ 14, no. 30 (October 31, 2018): 72. http://dx.doi.org/10.19044/esj.2018.v14n30p72.
Full textAbstract:
The teaching-learning process of Mathematics is complex due to its level of abstraction, making it a challenge for the strategies and didactic resources used by teachers, since the goal is to achieve an adequate academic level in the students, for this it results evident the use of technology since nowadays they play a leading role in society, for that reason the research had as intent the improvement of the learning of the rational numbers of the students of the Educational Unit "Benito Juárez", through the technological resource didactic based on the application of a Mathematical Software. The design of the research is quasi-experimental, correlational-explanatory, the "t" test for independent samples was used to contrast the hypothesis. For data collection, the survey and a test were used that were validated to ensure reliability, the data were analyzed using descriptive statistics. The important results were: (a) better academic performance of the sayers of the experimental group as opposed to the group that did not use it, (b) acceptance and motivation by the didactic resource (c) put into practice their cognitive and motor skills. Therefore, the research provided evidence to use the Mathematical Software as a suitable didactic technological resource for a meaningful learning of Mathematics.
34
Adebayo, Adebanke L., Rochelle Davidson Mhonde, Nathaniel DeNicola, and Edward Maibach. "The Effectiveness of Narrative Versus Didactic Information Formats on Pregnant Women’s Knowledge, Risk Perception, Self-Efficacy, and Information Seeking Related to Climate Change Health Risks." International Journal of Environmental Research and Public Health 17, no. 19 (September 23, 2020): 6969. http://dx.doi.org/10.3390/ijerph17196969.
Full textAbstract:
Climate change is a global threat that poses significant risks to pregnant women and to their developing fetus and newborn. Educating pregnant women about the risks to their pregnancy may improve maternal and child health outcomes. Prior research suggests that presenting health information in narrative format can be more effective than a didactic format. Hence, the purpose of this study was to test the effectiveness of two brief educational interventions in a diverse group of pregnant women (n = 151). Specifically, using a post-test only randomized experiment, we compared the effectiveness of brief information presented in a narrative format versus a didactic format; both information formats were also compared to a no information control group. Outcome measures included pregnant women’s actual and perceived knowledge, risk perception, affective assessment, self-efficacy, intention to take protective behaviors, and subsequent information seeking behavior. As hypothesized, for all outcome measures, the narrative format was more effective than the didactic format. These results suggest the benefits of a narrative approach (versus a didactic approach) to educating pregnant women about the maternal and child health threats posed by climate change. This study adds to a growing literature on the effectiveness of narrative-based approaches to health communication.
35
Bílek, Martin, Pavel Cyrus, and Ivana Šimonová. "EDUCATIONAL CYBERNETICS OR DIDACTICS APPROACH TO "ECONOMY" OF HUMAN THINKING." Problems of Education in the 21st Century 46, no. 1 (October 1, 2012): 22–27. http://dx.doi.org/10.33225/pec/12.46.22.
Full textAbstract:
The paper describes starting point of so called ”Educational Informatics“ as one of the Educational Cybernetics approaches, and example of research results of theory called as „human thinking economy“ application in the field of science and technical education is provided. Educational informatics is based on so-called educational theory of signs (educational semiotics) developed by M. Lansky which provides great support to the process setting the basis of branch didactics in learner’s cognitive capacity. This approach contents the psycho-structural model of processing information explaining the route of information which is to be processed. It starts with registering it by sense organs (sensory perception), followed by aware perception (apperception) and operating it, i.e. the entire processing the information including storing it in the memory. Within this process various functions are activated, both when the memory stores (associates) the information and effectors (performing organs) are activated. This psycho-structural model synthesizes both behavioural approach (stimulus - "black box" - reaction) and the humanistic psychology approach based on the introspective analysis. A similar model was provided for the chemistry didactics by Johnstone, too. This psycho-structural model also distinguishes certain cornerstones (i.e. model of operations) of human perception and learning, i.e. stimuli – perception filter – working space within the memory (operational memory) – long-term memory which influences the accommodator (adaptor, i.e. the apparatus for directing attention or reduction the apperception). It differs from cybernetic pedagogy as it does not apply the “hard“ quantitative approach to expressing the content of single parts of the psycho-structural model (in bits) but divides the learning content into several mastered parts (operations) called “pieces“ which the learner must run in the operational memory. This method is called “chunking“, i.e. composing, stratifying, layering information in the memory) and was applying in our research their selected results are presented in the second part of the paper. The research project results were based on analyse of teacher’s predictive evaluation of items in didactic test. Results of a comparative study of reception of pictures in the test items by so called experts (having a certain level of knowledge of the presented subject matter, i.e. teachers) and so called non-specialists (who have minimum knowledge in the area learned, i.e. learners) are added. In concerned research were analyzed the prognosis of chemistry teaching students (experts) in learners succeeding in the didactic test items with or without picture parts. Results show that future teachers overestimate the role of picture materials on positive responses of learners in didactics test. Key words: educational informatics, cybernetic approach in branch didactics, science and technical education, teacher’s predictive task evaluation.
36
Zheleva-Terzieva, Donka. "EFFICIENCY OF THE MODEL FOR FORMATION OF PROFESSIONAL-PEDAGOGICAL COMPETENCE FOR SPORTS ANIMATION ACTIVITY." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 278–82. http://dx.doi.org/10.12955/pss.v1.85.
Full textAbstract:
Introduction: Thise article discusses the effectiveness of an educational model for students and postgraduates in acquiring vocational pedagogical competence for sports and animation activities in an educational environment.
Study Objective: The authors are based on the Kirkpatrick assessment model. Presented are results that shall establish the degree of effectiveness of applications at the Pedagogical Faculty of Trakia University, Stara Zagora of the competency model of three indicators – degree of satisfaction from the training program, degree of acquiring of competence and learning outcomes.
Methods: The methods of pedagogical research used are: questionnaire, didactic test, pedagogical observation, expert evaluation.
Results: The results prove the effectiveness of the developed didactical model.
37
Kadam, Deepali Mohan, and Aarti Vidyasindhu Sejao. "Case based learning versus traditional didactic lecture in Community Medicine to teach vector borne diseases “malaria and dengue”: interventional study." International Journal Of Community Medicine And Public Health 6, no. 2 (January 24, 2019): 836. http://dx.doi.org/10.18203/2394-6040.ijcmph20190217.
Full textAbstract:
Background: Traditional didactic lectures do not evoke interactive teaching. Analytical thinking is not fostered. When students are put into the role of primary care physician, a sense of responsibility towards society is instilled in them generating a desire to learn. Case based learning (CBL) is one such method which can be used for meaningful learning. Incorporation of case based scenarios on real life situations in teaching can make medical undergraduate students competent to diagnose and treat common health problems.Methods: The study was conducted amongst third M.B.B.S. students. Interventional study design was used. Intervention group was taught with CBL and control group with didactic method. Pre-test, post-test was conducted to assess cognitive domain scores. To assess perception regarding CBL, feedback questionnaire was given to students. Percentages, unpaired t test were used for statistical analysis.Results: 99.60% of students perceived CBL is helpful to understand key concepts. 95.65% reported its importance in development of critical thinking. 95.66% reported that CBL session promoted meaningful learning as compared to lecture. On application of statistical tests, there was no difference in average marks scored by students taught with CBL as compared to those taught with traditional didactic method.Conclusions: This study demonstrates that CBL arouses interest. It can be incorporated to teach topics in Community Medicine.
38
Koryahin, Victor, Zinovy Mykytyuk, Oksana Blavt, Liubov Dolnikova, and Volodymyr Stadnyk. "Didactic Opportunities of Information-Communication Technologies in the Control of Physical Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (June 25, 2020): 102–8. http://dx.doi.org/10.17309/tmfv.2020.2.06.
Full textAbstract:
The study objective is to justify and implement information and communication technologies in the test control of the development level of the frequency of movements, as a manifestation of speed qualities in the process of physical education.
Materials and Methods. To solve the research tasks, the study used the methods of comparing and contrasting, analysis, synthesis, abstraction, formalization and technical modeling.
Results. An electronic device for the exercise controlling the movement frequency of the hands to evaluate speed qualities was developed for the research purpose. The device is designed on the basis of capacitive type proximity sensors. The signal received by the sensors is processed in the microcontroller unit during the test and transmitted to the personal computer via the communication interface. On a personal computer, using the developed software, they control the time of completion of the test task.
Conclusions. The developed information and communication technologies based on electronic monitoring device embodies a new approach to addressing the challenge of improving the performance of speed control in physical education by ensuring that objective and reliable test data are obtained promptly.
39
Prauzner, Tomasz. "INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 579. http://dx.doi.org/10.17770/sie2016vol2.1415.
Full textAbstract:
The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents empirical studies conducted in the period 2010-2015 among full-time and weekend students of Safety Engineering at Jan Dlugosz University in Czestochowa, Poland. The studies were aimed to test the hypothesis that using deterministic computer simulations in the didactic process fosters learning effectiveness in the field of technological education as compared to traditional methods applied in a laboratory. The investigation employed extended methodology including verifying detailed hypotheses by means of empirical studies proved to be significant by the c2 (chi-squared) test. It was also situated within the general theory of education, additionally addressing the postulates of constructivist and cognitivist paradigms of learning.
40
Menkes, Daniel L., and Mary Reed. "Structured Didactic Teaching Sessions Improve Medical Student Neurology Clerkship Test Scores: A Pilot Study." Open Neurology Journal 2, no. 1 (May 19, 2008): 8–11. http://dx.doi.org/10.2174/1874205x00802010008.
Full text
41
Dyatlova, E. N. "ORGANIZATION OF STUDENT UNDERSTANDING OF EDUCATIONAL MATERIAL (ON THE MATERIALS OF TEACHING SOCIAL AND HUMANITARIAN SUBJECTS AT A PUBLIC SCHOOL)." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2021): 18–24. http://dx.doi.org/10.18323/2221-5662-2021-3-18-24.
Full textAbstract:
The research paper studies the didactic features of the organization and management of the process of comprehension of social and humanitarian knowledge by the public school students. The author presents the results of the research focused on the development and implementation of both the didactic structure of the organization and management of students’ understanding of instruction materials and the didactic means used to solve the issues related to implementing the proposed didactic structure and improving the efficiency of instruction material. The didactic structure of the organization and management of students’ understanding of social and humanitarian knowledge is described as a specific system, which includes motivating students to learn and understand the learning material; organizing and conducting active reflection based on the use of appropriate techniques and teaching methods; discovery and consolidation of new knowledge, formation of concepts. The paper presents the results of the system experimental testing, data of a comprehensive study of the level and nature of student motivation to understand social and humanitarian concepts based on the application of the methodology used for determining the educational activity motivation, its levels and types, methods for determining the depth and stability of cognitive interest and the depth of knowledge of the subject, methods for identifying the educational motivation orientation. The paper describes the problematic questions, situations, and tasks that prove highly effective in the process of organizing active understanding of learning materials. The author presents intermediate and final results of the experiment based on the criteria specification and level development measurement of student thinking activity using such methods as Short Screening Test (to determine an integral indicator of general abilities), School Test of Mental Development, Intellectual Lability. The experiment proves that the level of student thinking activity development has increased by 10%, the activity of students in comprehending social and humanitarian concepts and knowledge has intensified. The results of the research clarify the potential role of problematic questions, situations, and tasks to enhance students’ mental activity, and determine the effectiveness of the didactic structure of organizing comprehension of social and humanitarian concepts.
42
Dyatlova, E. N. "ORGANIZATION OF STUDENT UNDERSTANDING OF EDUCATIONAL MATERIAL (ON THE MATERIALS OF TEACHING SOCIAL AND HUMANITARIAN SUBJECTS AT A PUBLIC SCHOOL)." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 3 (2021): 18–24. http://dx.doi.org/10.18323/2221-5662-2021-3-18-24.
Full textAbstract:
The research paper studies the didactic features of the organization and management of the process of comprehension of social and humanitarian knowledge by the public school students. The author presents the results of the research focused on the development and implementation of both the didactic structure of the organization and management of students’ understanding of instruction materials and the didactic means used to solve the issues related to implementing the proposed didactic structure and improving the efficiency of instruction material. The didactic structure of the organization and management of students’ understanding of social and humanitarian knowledge is described as a specific system, which includes motivating students to learn and understand the learning material; organizing and conducting active reflection based on the use of appropriate techniques and teaching methods; discovery and consolidation of new knowledge, formation of concepts. The paper presents the results of the system experimental testing, data of a comprehensive study of the level and nature of student motivation to understand social and humanitarian concepts based on the application of the methodology used for determining the educational activity motivation, its levels and types, methods for determining the depth and stability of cognitive interest and the depth of knowledge of the subject, methods for identifying the educational motivation orientation. The paper describes the problematic questions, situations, and tasks that prove highly effective in the process of organizing active understanding of learning materials. The author presents intermediate and final results of the experiment based on the criteria specification and level development measurement of student thinking activity using such methods as Short Screening Test (to determine an integral indicator of general abilities), School Test of Mental Development, Intellectual Lability. The experiment proves that the level of student thinking activity development has increased by 10%, the activity of students in comprehending social and humanitarian concepts and knowledge has intensified. The results of the research clarify the potential role of problematic questions, situations, and tasks to enhance students’ mental activity, and determine the effectiveness of the didactic structure of organizing comprehension of social and humanitarian concepts.
43
Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.
Full textAbstract:
The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
44
Donnou, Céline, Ségolène Chaudru, Olivier Stivalet, Eunice Paul, Marie Charasson, Jean-Marc Selli, Chadi Mauger, et al. "How to become proficient in performance of the resting ankle–brachial index: Results of the first randomized controlled trial." Vascular Medicine 23, no. 2 (November 10, 2017): 109–13. http://dx.doi.org/10.1177/1358863x17740993.
Full textAbstract:
The resting ankle–brachial index (ABI) is a first-line test to diagnose peripheral artery disease (PAD). No randomized controlled trial (RCT) has yet been conducted to determine the best teaching method to become proficient in the ABI procedure. We conducted a monocentric RCT to determine whether didactic learning alone or didactic learning combined with experiential learning improved proficiency in the ABI procedure. Medical students ( n = 30) received didactic learning, including (i) a presentation of the ABI guidelines and (ii) a video demonstration. Each student was then randomized into two groups (‘no experiential learning group’ and ‘experiential learning group’). An initial evaluation was performed after the didactic learning and a final evaluation at the end of the intervention. A student was considered to be proficient when he or she performed a correct ABI procedure on a healthy individual and a patient. The correct procedure corresponds to (i) following guidelines and (ii) a difference in ABI measurement between a vascular specialist and a student of ≤ 0.15. No student was proficient at the initial evaluation. At the final evaluation, in the didactic learning group, the number of proficient students was not improved compared with the initial evaluation (0/10 vs 1/10). In the experiential learning group, the number of proficient students was significantly improved (0/20 vs 11/20; p < 0.05). At the final evaluation, there was a significant difference between the number of proficient students depending on their learning group. In conclusion, didactic learning alone is insufficient to gain proficiency in the ABI procedure. Combining didactic learning with experiential learning significantly improved the students’ proficiency.
45
Ashri, Nurul, and Lilik Hasanah. "UJI KETERPAHAMAN DAN KELAYAKAN BAHAN AJAR IPA TERPADU." EDUSAINS 8, no. 2 (February 15, 2019): 145–49. http://dx.doi.org/10.15408/es.v8i2.1818.
Full textAbstract:
Abstract This study aimed to develop the teaching material for integrated natural science learning in junior high school using 4 steps teaching material development (4STMD) method. There were four steps that should be conducted comprised of selection, structuring, characterization, and didactic reduction. The method used in this study was Research and Development (R&D), so that understanding test was conducted more then once, which are before and after didactic reduction step. The first understanding test result in the average of percentage that are 53,7% and 53,8%. After didactic reduction, the second understanding test result in the average of percentage that is 65,8%. The next test was the feasability test of the teaching material that result in the average of percentage 76,9%, which is in the very good category. Keywords: teaching material; understanding; feasibility Abstrak Penelitian ini bertujuan untuk mengembangkan bahan ajar untuk pembelajaran IPA terpadu di SMP menggunakan metode 4 Steps Teaching Material Development (4STMD). Ada empat tahapan yang harus dilakukan pada metode pengembangan bahan ajar tersebut yaitu seleksi, strukturisasi, karakterisasi dan reduksi didaktik. Metode penelitian yang digunakan yaitu Research and Development (R&D), sehingga pengujian keterpahaman dilakukan lebih dari satu kali yaitu sebelum dan sesudah dilakukannya tahapan reduksi didaktik. Uji keterpahapaman tahap pertama menghasilkan nilai rerata persentasi 53,7% dan 53,8%. Setelah reduksi didaktik, dilakukan uji keterpahaman kedua yang menghasilkan rerata persentasi 65,8%. Uji selanjutnya merupakan uji kelayakan bahan ajar yang menghasilkan rerata persentasi 76,9% yang berada pada kategori sangat baik. Kata Kunci: bahan ajar; keterpahaman; kelayakan Permalink/DOI: http://dx.doi.org/10.15408/es.v8i2.1818
46
Dennis, Vincent, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, and Margaret Robinson. "Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States." Journal of Educational Evaluation for Health Professions 16 (November 5, 2019): 35. http://dx.doi.org/10.3352/jeehp.2019.16.35.
Full textAbstract:
Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
47
Lima, Péricles Souza, and Fernando de Morais. "MODELOS REDUZIDOS APLICADOS AO ENSINO DE GEOGRAFIA: A FORMAÇÃO DE DOLINAS E A EVOLUÇÃO DO RELEVO CÁRSTICO." REVISTA GEONORTE 11, no. 38 (December 18, 2020): 01–17. http://dx.doi.org/10.21170/geonorte.2020.v.11.n.38.01.17.
Full textAbstract:
The present study constituted simulations ofthe formation of dolines by using reduced analog models and it looked for contributing to the teaching-learning process of geographic education. The research was carried out using a wooden box, which was adapted with a reservoir that recharged the system,and a space for the superposition of the sedimentary layers. Altogether, four experiments were conducted, which enabled analytical and didactic interpretations. The first two, due to their stochastic nature, encourage future studies. The last two presented doliniform features, with the third coming closer to the natural scenerio. On the other hand, the fourth test was more didactic. Such a test was done under controlled conditions, and could contribute more to the geographic education in the early years, unlike the third, conducive to higher education.
48
Pokhrel, Rishi, Aseem Tandon, and Rajan Bhatnagar. "Integrated Versus Traditional Method in Basic Medical Science Education: A Comparative Study in an Indian Medical College." Medical Journal of Shree Birendra Hospital 15, no. 1 (July 5, 2016): 32–35. http://dx.doi.org/10.3126/mjsbh.v15i1.15042.
Full textAbstract:
Introduction: Medical education is at crossroads with various approaches in use throughout the world. Many medical schools in developing countries are on the verge of transition from traditional didactic lecture based approach to a problem-based approach. This study was conducted to evaluate the efficiency and efficacy of horizontal integration in comparison to isolated didactic lectures.Methods: This study was conducted at an Indian Medical college where integration is not routinely practiced. Lectures of anatomy and physiology were integrated and students’ understanding was assessed using pre-test and post-test in the form of 10 multiple-choice questions each. Opinion of students was taken using a questionnaire. Total students participating in the study were 118.Results: The mean score in pretest was found to be 5.32±1.88 and mean post-test score was 5.43±1.89. Students t test revealed a P value of 0.65 reflecting no statistically significant difference in the results. In the subjective assessment 76% of students didn't have any past experience of integration of 2 difference subjects, 87% students said that integration of anatomy and physiology lectures facilitated the understanding of the subject, 75% students wanted more topics to be taught in an integrated manner in future whereas 23% students say that only few relevant topics should be integrated. 47% of students recommended the integration of more subjects and the subject chosen was biochemistry. Most students said that such integration provided a better and holistic understanding of topics being covered. Students identified no disadvantages of integration.Conclusions: The objective result showed no significant improvements in scores of pre-test and post-test. On the other hand the subjective response of the students pointed towards an integrated approach being superior to stand alone didactic lectures in providing better understanding.
49
Durrani, Misbah, Usman Mahboob, Zainab Inam, Inam Ul Haq, Shamaila Manzoor, and Khushbakht Aliya. "Comparison of Teaching by Conventional Method and by using Cognitive Theory of Multimedia to Post Graduate FCPS Radiology Students." Journal of Rawalpindi Medical College 25, no. 2 (June 30, 2021): 159–64. http://dx.doi.org/10.37939/jrmc.v25i2.1333.
Full textAbstract:
Abstract:
Objective: Objectives of this study was to teach postgraduate radiology resident physics by both conventional method and by using cognitive theory of multimedia, comparing the results and to see if there was any improvement in their learning and performance.
Study Design: Comparative Experimental study
Setting and Duration of Study: This study was carried out at B.B.H. and Holy Family Hospital Rawalpindi from Oct to Dec 2019.
Methods: Two groups of PG FCPS students of first year and second year comprising of 10 students each were formed. Two groups had similar attributes. First of all Pretest is taken. Group one was taught through didactic lecture and post test was taken. Second group was taught by the use of cognitive theory of multimedia and post test was taken. Cross over was done. Pretest was taken as before. Group one was now taught by the use of cognitive theory of multimedia and post test was taken and group two was taught through didactic lecture and post test was again taken. Results of both groups were compared.
Results: Statistically these two groups were similar. At the end of first round mean pretest score in conventionally taught group I was 4.1 and mean post test score was 8.8. In group II taught by cognitive theory of multimedia the mean pretest score was 4.2 and mean post test score was 13.3. After cross over in group II taught conventionally the mean test score was 4.0 and post test score were 8.9. In group I now taught by cognitive theory of multimedia teaching group mean pretest score was 4.1 and mean post test score was 13.6.
Conclusion: Postgraduate, first and second year Diagnostic Radiology residents performed better in assessment once they were taught Physics by use of cognitive theory of multimedia as compared when taught by conventional method of teaching.
Keywords:
Didactic lecture, cognitive theory of multimedia, post graduate residents.
50
Michels, L. Boeira, Lirio Schaeffer, Vilson Gruber, Roderval Marcelino, and Luan Carlos Casagrande. "Remote Compression Test Machine for Experimental Teaching of Mechanical Forming." International Journal of Online Engineering (iJOE) 12, no. 04 (April 28, 2016): 20. http://dx.doi.org/10.3991/ijoe.v12i04.5085.
Full textAbstract:
There are many remote experiments currently being created, but just few of these remote experiments are from the field of metallurgical engineering. The purpose of this article is to describe the development of the remote compression test machine. This experiment is an educational experiment aimed to conduct a compression test via the internet. It uses the microcomputer Raspberry Pi as the main data control. This remote experiment is available in a website, where the students can control and monitor it and export the output data. The tests realized in the remote compression test machine demonstrated that the output is similar to industrial machine allowing its use as a didactic experiment.