Relevant bibliographies by topics / Didactic tool

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Didactic tool'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 June 2025

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Journal articles on the topic "Didactic tool"

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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 (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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Asencor, J., J. M. Gracia, and I. De Hoyos. "Stirred tanks: a didactic tool." International Journal of Mathematical Education in Science and Technology 24, no. 5 (1993): 617–29. http://dx.doi.org/10.1080/0020739930240502.

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Hornjak, Sonja. "Use of film as didactic tool." Sinteze, no. 10 (2016): 47–54. http://dx.doi.org/10.5937/sinteze0-12263.

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Ohnmacht, Timo, Widar von Arx, Norbert Schick, Philipp Wegelin, and Jonas Frölicher. "Transportation Modeling as a Didactic Tool." Simulation & Gaming 46, no. 5 (2015): 563–90. http://dx.doi.org/10.1177/1046878115593889.

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Rozlutska, H. M., Ye F. Haiovych, and V. S. Nazarov. "ARTIFICIAL INTELLIGENCE AS INNOVATIVE DIDACTIC TOOL." Innovate Pedagogy 2, no. 63 (2023): 203–6. http://dx.doi.org/10.32782/2663-6085/2023/63.2.41.

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Булага Костянтин Миколайович. "ДИДАКТИКО-ТЕХНІЧНЕ ЗАБЕЗПЕЧЕННЯ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ ВИХОВАНЦІВ ДИТЯЧОГО ХОРЕОГРАФІЧНОГО КОЛЕКТИВУ". Science Review, № 4(31) (30 квітня 2020): 20–24. http://dx.doi.org/10.31435/rsglobal_sr/30042020/7052.

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The article describes the didactic and technical support of the educational activity of the pupils of the children's choreographic team as a set of didactic and technical components. The didactic component provides videos of educational and general information content (videos of lessons, exercises, concert numbers, performances, etc.) using creolized media texts. The technical component is represented by the cloud-based YouTube service as a modern platform for hosting and openly accessing educational and general-purpose video content.Development of didactic and technical support was based on the provisions of media didactics, principles of clarity, multimedia. Didactic and technical support of the educational activities of the children of the choreographic team is a YouTube video channel as a training tool, filled with videos of educational and general information content (videos of lessons, exercises, concert numbers, performances, useful video, etc.) using creolized media text organization and interactive interaction.
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Santibáñez-Velilla, Josefina. "Virtual museums as a teaching and learning tool." Comunicar 14, no. 27 (2006): 155–62. http://dx.doi.org/10.3916/c27-2006-24.

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Teachen have in real and virtual museums a didactic tool with innovative and creative potential that allows students to acquire knowledge based on the observation of the natural, historical, artistic, scientific and technical enviroment. The use of virtual museums as a didactic tool helps furthermore to familiarize students with the cultural and scientific patrimony they have inherited and they should be able to increase in the future. The principles that rule every didactic action influence on any strategy that we may apply to the use of virtual museums as a didactic tool. Los profesores tienen en los museos reales y virtuales un recurso didáctico con potencial innovador y creativo para facilitar a los alumnos un conocimiento basado en la observación del entorno natural, histórico, artístico, científico y técnico, o de cualquier otra naturaleza cultural. Además, los familiariza con el patrimonio que han heredado y que serán capaces de aumentar. Los principios que rigen toda actuación didáctica influyen en cuaiquiera de las estrategias de intervención que se aplique en la utilización de los museos virtuales como recurso didáctico.
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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 (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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Notteboom, Bruno. "Recollecting Landscapes: landscape photography as a didactic tool." Architectural Research Quarterly 15, no. 1 (2011): 47–55. http://dx.doi.org/10.1017/s1359135511000352.

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Recollecting Landscapes is a rephotographic survey project which documents a century of landscape transformation in Belgium. It is based on the successive photography of sixty sites at three moments in time between 1904 and 2004 [1, 2]. This paper takes the project as a starting point to investigate the subject of the image and its presentation. This means that the text develops some thoughts on how the images in the project are displayed and read, rather than on the content they display.
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Trichina, Elena. "Didactic instructional tool for topics in computer science." ACM SIGCSE Bulletin 31, no. 3 (1999): 95–98. http://dx.doi.org/10.1145/384267.305880.

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Dissertations / Theses on the topic "Didactic tool"

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Östling, Marcus. "Att arbeta med musik i förskolan : En enkät- och intervjustudie om musik som ett didaktiskt verktyg för lärande." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-25893.

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Music is not mentioned to a large extent in the curriculum for Swedish preschools (National Agency, 2016). Preschool teachers don’t have any guidelines to relate to in their planning and implementation of music activities. This creates a complexity when working with music. Because of this further knowledge is needed in this area and that is why this study aims to illustrate didactic considerations in the planning and implementation of music activities in the preschool. This can further lead to inspire others to implement music in the preschool. The study looks closer at how music is valued and used as a didactic learning tool. This is done with the help of a questionnaire aimed at active preschool teachers (30 participants) and one interview. The study has a didactic perspective as a theoretical starting point and the results are analyzed and connected to the didactic triangle (Wahlström, 2015) and the didactic questions what, why and how (Ferm Thorgersen, 2012).   The result determines that music is a legitimate tool for developing children’s knowledge in several areas for example language, mathematics, science and movement. The result illustrates didactic considerations, how music activities are formed and the priority when planning and implementing music activities. The study also illustrates different ways of working with music and the preschool teachers relation to music. By contributing with new knowledge the study can therefore make it easier for others to work with music together with children in the preschool. If there are clear goals for learning and the activity is characterized by children’s influence can this lead to rewarding and fun music activities in the preschool.<br>Musiken har få nedslag i förskolans läroplan (Skolverket, 2016). Förskollärare och barn­skötare har därför inga tydliga riktlinjer att förhålla sig till i planering och utförande av musikaktiviteter tillsammans med barnen. Det skapas därför en komplexitet i arbetet med musik. Ytterligare kunskap behövs inom detta område och därför syftar studien till att synliggöra didaktiska överväganden i planering och utförande av musikaktiviteter i förskolan. Detta kan således leda till att inspirera flera att implementera musik i förskoleverksamheten. Studien fokuserar närmare på hur musik värderas och används som ett didaktiskt verktyg för lärande. Detta genomförs med hjälp av en enkätstudie riktad mot verksamma förskollärare och barnskötare (30 deltagare) och en intervju. Studien har ett didaktiskt perspektiv som teoretisk utgångspunkt och resultatet analyseras och kopplas till den didaktiska triangeln (Wahlström, 2015) och de didaktiska frågorna vad, varför och hur (Ferm Thorgersen, 2012).   Studiens resultat fastställer att musiken är en verksam metod för att främja barns utveckling inom flera områden som till exempel språk, matematik, naturkunskap och rörelse. Resultatet synliggör didaktiska överväganden, hur musikaktiviteter utformas och vad som prioriteras i planering och utförande. I studien synliggörs också olika arbetssätt och förskollärarnas och barnskötarnas relation till musik. Genom att bidra med ny kunskap kan studien därmed underlätta för andra att arbeta med musik tillsammans med barn i förskolan. Om det finns tydliga mål för lärandet och aktiviteten präglas av barnens inflytande kan detta bidra till givande och lustfyllda musikstunder i förskolan.
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Pisciotta, Elizabeth A. "Tectonic Interventions: How Can Architecture Serve as a Learning Tool?" University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1242855618.

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Kjeller, Erika, and Myra Windahl. "Kollegialt lärande via facebook." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-213616.

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Facebook är den mest använda sociala plattformen bland vuxna i Sverige idag. Här sker dagligen erfarenhetsutbyten mellan individer som samlats kring något eller några gemensamma intressen. I det vanliga Facebookflödet kan detta vara familj och vänners välmående, i Facebookgrupper sker det kring mer specifikt uttalade ämnen. I Facebookgrupper inriktade mot lärare samlas således dessa kring ett gemensamt intresse för undervisning. Men det erfarenhetsutbyte som sker i dessa grupper och det lärande som det ger upphov till har idag ingen status i samhället. Skollagen påbjuder att lärare ska fortbildas och Skolverket rekommenderar kollegialt lärande som modell. I en fallstudie har tre Facebooktrådar från en Facebookgrupp inriktad mot matematiklärare analyserats och jämförts med fem trådar från en Facebookgrupp inriktad mot tekniklärare. Studien vill se hur pass väl de samtal som förekommer i Facebookgrupperna stämmer överens med definitionen på ett kollegialt lärande. Detta har gjorts genom en samtalsanalys där de utvalda trådarna har kopplats till kriterier för lärares yrkesmässiga kunskapsbas samtidigt som en analys av samtalets utveckling över tid förs. Trådarna från matematikgrupperna jämförs sedan med trådarna från teknikgrupperna för att belysa om samma samtalsutveckling sker oberoende av vilket ämne som diskuteras i trådarna. Slutsatsen är att ämnesrelevanta och didaktiska samtal förs i båda Facebookgruppernas alla trådar. Detta är dock inte tillräckligt för att samtalen ska kunna räknas till ett kollegialt lärande i och med att studien inte kan fastställa att lärandet sker över längre tid.<br>Facebook is the most used social platform for adults in Sweden today, with a daily exchange of experiences between individuals on topics of common interest. In the normal flow this could concern friends and family and in Facebook groups it focuses on more specific issues. Facebook groups oriented towards teachers are thus guided by a common interest in education, but the exchange of experience that takes place in these groups and the learning it gives rise to, do not have any status in the community. At the same time Skolverket demands that teachers train continually. This training should take place through professional learning. In a case study three Facebook threads from a Facebook group oriented towards mathematic teachers are analysed and compared to five threads from a Facebook group oriented towards technology teachers. The study examine to what extent the conversations that occur in the Facebook groups are consistent with the definition of professional learning. This has been achieved through a conversational analysis where the selected threads have been linked to criteria for teachers' professional knowledge base concurrent with an analysis of the conversation over time. The threads from the mathematics group are then compared with the threads from the technology groups in order to illuminate if the same conversational development takes place independent of what topic is discussed. The conclusion is that relevant and didactic conversations take place in all threads of both Facebook groups. However, this is not enough to conclude that the conversations should be counted as professional learning as the study cannot ascertain that the learning takes place over a longer period of time.
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Gullström, Cecilia. "Pictionary Physics: En kvalitativ undersökning av ett didaktiskt verktyg i enlighet med The Scholarship of Teaching and Learning." Thesis, Uppsala universitet, Institutionen för fysik och astronomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-212721.

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Den här undersökningen inom fysikdidaktik utförs enligt ramverket The Scholarship of Teaching and Learning (SoTL). Det didaktiska verktyget som ska utvärderas benämns Pictionary Physics. Studien börjar med en litteraturöversikt av multipla representationer och interaktivt engagemang. Översikten syftar till att utforska hur lärandet kan möjliggöras vid användningen av det didaktiska verktyget. Pictionary Physics användes sedan för att främja en interaktiv användning av multipla representationer i en grupp bestående av fyra studenter. Studenternas agerande studerades och analyserades kvalitativt, följt av en utvärdering av studenternas upplevelser när de använde det didaktiska verktyget. Utvärderingen visar att Pictionary Physics kan gynna konceptuell förståelse för begrepp inom fysik. Utvärderingen visar även att det didaktiska verktyget skulle kunna bidra till förbättrat studieresultat då studenter uppmuntras att använda multipla representationer på ett interaktivt sätt. Fortsatt förädling av Pictionary Physics föreslås. Detta är stommen för SoTL, där tanken är att konsekvent utöka var kunskap om lärandet av fysik.<br>This physics education research project is carried out following the framework of the Scholarship of Teaching and Learning (SoTL). The didactic instrument investigated is termed Pictionary Physics. The study begins with a literature review of research on multiple representation, and interactive engagement. This review is used to evaluate the learning potential of the intended didactic instrument. Pictionary Physics was then used to facilitate the multi-representational interaction of a group of four physics students. The students’ behavior was studied and analyzed qualitatively, followed by an evaluation of the students’ experiences when using this didactic instrument. The investigation shows that Pictionary Physics may promote conceptual understanding of physics phenomena. The investigation also implies that this didactic instrument can contribute to improved learning outcomes when students are encouraged to interact by using multiple representations. Continued refinement of the Pictionary Physics concept is suggested. Such refinement is the essence of SoTL, incrementally expanding our knowledge of the teaching and learning of physics.
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Björn, Kristina. "Las funciones de las imágenes de los libros de texto en la enseñanza de español como lengua extranjera : Un estudio sobre el uso de la imagen y de las actitudes sobre su uso como estrategia didáctica en el proceso de enseñanza – aprendizaje en la escuela sueca." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-16399.

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Klutse-Doe, Senyo Yao. "La classe inversée : généralités et spécificités selon les disciplines scolaires." Electronic Thesis or Diss., Université de Lille (2022-....), 2023. http://www.theses.fr/2023ULILH066.

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Cette thèse étudie la classe inversée comme dispositif didactique. La réflexion proposée se situe dans le champ des didactiques et examine la manière dont le mode de fonctionnement particulier de ce dispositif influence l'enseignement et l'apprentissage des différentes disciplines scolaires au secondaire. Ainsi, les notions d'espace-temps, de situation didactique, de dispositif et de contrat didactique sont mobilisées dans le cadre théorique. Les données ont été construites par croisement de techniques d'entretien semi-directif, de questionnaire et d'observation in situ. La thèse a permis en effet de souligner les points suivants : (i) le dispositif classe inversée pèse sur le contenu enseigné puisqu'il favorise de nouveaux contenus (ii) la classe inversée modifie la relation pédagogique en variant les modalités de travail (iii) l'inversion de classe diversifie les formes d'évaluation selon l'espace d'apprentissage délimité (espace auxiliaire et espace classe) (iv) le dispositif classe inversée est adaptable à différentes disciplines scolaires tenant compte des spécificités ou de la nature fonctionnelle de celles-ci<br>This thesis examines the Flipped Classroom as a pedagogical-didactic tool. The reflectionproposed is located in the field of didactics and explores how the mode of operation of the Flipped Classroom influences the teaching and learning of different school subjects at the secondary school level. Thus, the notions of space-time, didactic situation, educational tool and didactic contract are mobilized as a theoretical framework. Data was constructed by combining the technique of semi-structured interview, survey and direct observation. In effect, this research highlights the following points: (i) the flipped classroom weighs on the content taught since it promotes new content (ii) the flipped classroom modifies the pedagogical relationship (iii) the flipped classroom makes it possible to diversify the forms of assessment according to the delimited learning space (auxiliary space and class space) (iv) the flipped classroom is adaptable to different school disciplines taking into account first and foremost the specificities or the functional nature of these school disciplines
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Lei, Ka Hio. "Didactical interactions and tool-task dialectic in mathematics classrooms." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/500.

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Things make us smart. Tools are made by humans aiming not only at solving technical problem but also developing high-order thinking. In a manner different from traditional mathematics lessons involving direct transmission of knowledge from teachers to students, tool-based mathematics classrooms fabricate an interactive teaching and learning environment. This environment fosters teachers' professional guidance based on students' manipulation of tools. The design of tool-based task aims to formulate students' learning experience via their own acquisition of knowledge through tool manipulations. Mathematics concepts can be visualized and manipulated by students through engaging in activities with tools generating tool-based signs and mathematics signs in a semiotic process. The role of mathematics teachers in tool-based mathematics classrooms is to provide well designed tool-based tasks and implement tool-based lessons in order to orchestrate students' learning, coupled with the endeavour of students' manipulating of tools.;Two new ideas, named didactical interactions and Tool-Task dialectics, were proposed in the study to effectively enforce mathematics teachers' instruction through tool-based pedagogy in interactive classrooms. The main objective of this study was to holistically investigate the implementation processes of tool-based lessons by mathematics teachers based on some theoretical perspectives. A multiple-case study, consisting of three cases with similar and different backgrounds, was conducted. Didactical cycle was one of the main theoretical frameworks, which framed analysis of the study. Based on in-depth analysis within and across cases, didactical interactions and Tool-Task dialectics were empirically developed to enrich tool-based education theories allowing teachers to demystify the cognitive development of students in tool-based lessons. The analysis of flows of the lessons uttered transition directions of critical phases ground on the theory; while pragmatic manipulations of tools operated by students and teachers' orchestration provided strong evidence to illustrate interplay between tools and tasks. Thus, the findings of the study potentially contributed to some aspects of tool-based mathematics education research.;Keywords: tool-based task design, tool of semiotic mediation, didactical cycle, didactical interactions, tool-task dialectic, mathematics classroom.
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Chapon, Sandrine. "Fiction à substrat professionnel télévisuel comme voie d'accès à l'enseignement/apprentissage de l'anglais juridique." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAL002/document.

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Cette thèse en anglais de spécialité s'inscrit dans le champ de la recherche en didactique de l'anglais juridique. Elle a pour objet d'observer si les séries judiciaires télévisuelles américaines contemporaines peuvent être une représentation fidèle de la procédure accusatoire en vigueur aux Etats-Unis. La première partie présente notre cadre théorique et méthodologique. Elle s'ouvre sur une réflexion concernant le champ de l'anglais juridique et les supports pédagogiques à la disposition des enseignants de cette spécialité. Dans la deuxième partie, nous analysons en quoi les séries contemporaines sont des illustrations fidèles de la procédure et au discours spécialisé. Dans notre troisième partie, nous observons en quoi les séries judiciaires peuvent être un support motivant pour l'apprentissage de l'anglais juridique<br>This dissertation focuses on the field of English for Special Purposes (ESP). It aims at analysing whether contemporary american TV series are reliable sources of information for the teaching of legal English to French law students. Part 1 presents the theoretical and methodological framework of this research. It begins with a reflexion on the definition of legal English and a presentation of all the documents that teachers can use in order to illustrate the common law system. Part 2 focuses on the analysis of specialised content and discourse that one may find in TV series. Part 3 is dedicated to exploring the use of TV series in class from a motivational perspective. Finally we provide several teaching scenarios which imply the use of TV series in order to teach legal English
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Wessinger, Alyssa L. "A Deconstruction of Horror, Fear and Terror: Using Horror Films as Didactic Tools in Art Education." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/85.

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This arts-based study discusses using the horror film and monsters as a means of exploring the personification of fear in contemporary society. The paper incorporates the viewing and dissection of horror films into an artistic process to explore fears in order to further artistic expression. It additionally shows how this process can be used in an art classroom within the context of contemporary art to empower students and facilitate art criticism discussions.
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Копылова, Е. А., та E. A. Kopylova. "Электронный образовательный ресурс как структурный компонент методического обеспечения образовательного процесса СПО : магистерская диссертация". Master's thesis, б. и, 2020. http://hdl.handle.net/10995/86583.

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The conclusions of the first Chapter represent the results of the study of theoretical materials. The second Chapter is devoted to the development of an electronic educational resource. These are called requirements, principles, and conditions. The necessity and structure of the ESM scenario plan are determined. The plan-EOR prospectus for the discipline is shown.<br>Работа включает анализ информационно-образовательной среды, электронный образовательный ресурс как компонент информационной образовательной среды, типы и классы ЭОР, рассматривается ЭОР как дидактическое средство. Посвящена разработке электронного образовательного ресурса. Называются требования, принципы, условия. Определена необходимость и структура сценарного плана ЭОР. Показан план-проспект ЭОР для учебной дисциплины.
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Books on the topic "Didactic tool"

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Kristensen, Søren. Learning by leaving: Placements abroad as a didactic tool in the context of vocational education and training in Europe. Office for Official Publications of the European Communities, 2004.

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Strebeleva, Elena, Alla Zakrepina, Galina Mishina, et al. Special didactics of digital education for students with disabilities. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1971849.

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The monograph is devoted to the didactics of digital education, reflecting the realities of the time and the views of researchers on the possibilities and prospects of modern education of children with disabilities. Understanding the importance and role of digital education tools in the learning process will make it possible to effectively implement differentiated and individual approaches to teaching children with disabilities, taking into account the peculiarities of their development and special educational needs.&#x0D; For students, postgraduates and teachers of pedagogical universities and faculties, as well as a wide range of readers interested in teaching children with disabilities.
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Lonskaya, Svetlana. Practical teaching methods in the context of digital transformation: the history of law in higher education. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1859922.

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The manual discusses the issues of practical methods of teaching law students historical and legal disciplines. The author shares his opinions and experience regarding general didactic issues, subjects of teaching the history of law, gives concrete examples and applied advice on technologies for developing and using educational tasks, planning and diagnosing the learning process. A special place is given to digital tools for teaching the history of law.&#x0D; The content of the manual fully complies with the requirements of the federal state educational standards of the latest generation.&#x0D; It is intended for university teachers and graduate students in enlarged groups of training areas 40.00.00 "Jurisprudence".
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Gerasimov, Sergey, and Irina Skovorodkina. Tolerance education in Junior schoolchildren. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1084985.

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The textbook presents the methodology of solving the problem of formation of tolerance in children of primary school age, the analysis of the legal framework of education for peace, non-violence, human rights and tolerance. Special attention is paid to the theoretical and practical aspects of tolerance in primary school children, didactic tools, the characteristics of the system of pedagogical means of education of tolerance at pupils of elementary school. &#x0D; Consists of a Preface, three chapters, conclusion, Glossary, bibliography and applications. Includes tables and diagrams that can be used in practical lessons with students of pedagogical colleges and universities. Each paragraph has a list of questions for self-examination and in-depth study delineated in this range of problems, exercises, assignments, a list of recommended literature. &#x0D; Intended for students of pedagogical colleges and educational institutions of higher education, and also for listeners of system of improvement of qualification and retraining of teachers.
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Onopriienko, Oksana. Tools for evaluating the results of competence-oriented learning of junior high school students. KONVI PRINT, 2020. http://dx.doi.org/10.32405/978-617-7724-64-2-2020-72.

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The manual reveals modern didactic and methodological approaches to the implementation of control and evaluation of educational outcomes in primary school. Peculiarities of formative assessment of students' academic achievements are revealed. Didactic support of assessment of results of competence-oriented education of junior schoolchildren is characterized
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Høeg Karlsen, Kristine, ed. Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. Waxmann Verlag GmbH, 2020. http://dx.doi.org/10.31244/9783830989868.

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This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples.
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Onopriienko, Oksana. New Ukrainian school: innovative system of evaluation of learning outcomes of primary school students. Ranok Publishing House, 2021. http://dx.doi.org/10.32405/978-617-09-7618-5-2021-208.

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The manual reveals the didactic and methodological principles of control and evaluation of learning outcomes of primary school students in the context of the implementation of the latest functions of control and evaluation activities. The semantic range of educational achievements of primary school students is determined; describes the method of creating tools for measuring academic achievement at different stages of the learning process. For scientists, teachers of higher pedagogical education, teachers, applicants for higher education, authors of textbooks and manuals for primary school.
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Gale, Monica R. ‘te sociam, Ratio…’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198789017.003.0004.

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This chapter investigates Grattius’ close engagement with his Roman didactic predecessors, especially Lucretius and Virgil’s Georgics, to explore the poet’s use of hunting as both metaphor for intellectual enquiry and emblem of cultural development and civilization. Grattius, it is argued, takes on Lucretius’ confidence and authority and reconfigures it to suit the celebratory tone and rhetoric of religious revival prevalent in the age of Augustus: in contrast to both Lucretius and Virgil, the poet offers an optimistic vision of both cultural progress and the contemporary world, in which expertise and toil, underpinned by the benevolence of the gods, yield fine rewards.
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Kaveny, Cathleen. Juridical Insights and Theological Disputes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190612290.003.0007.

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This chapter highlights the methodological contributions of Robert E. Rodes Jr. Writing at the intersection of law and theology, Rodes shows how conceptual tools used to distinguish between different types of legal statements can shed light on knotty theological and ethical problems. He distinguishes among three functions of law: normative, constitutive, and epistemic. He also differentiates between two methods by which the law promotes moral values: didactic and instrumental. And he identifies two strategies for relating the church to the world: Erastian and High Church. By reframing conflicts like the one between religious liberty and same-sex marriage, Rodes offers legally-inspired strategies for diffusing the culture wars.
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Whatley, Christopher A. Contested Commemoration. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198736233.003.0010.

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Focusing on the wave of statues of Scotland’s national poet Robert Burns that were erected in Victorian and Edwardian Scotland, the chapter explores the contests there were to ‘own’ and mould Burns’s legacy. Why did Burns matter so much to his countrymen in the century after his death? Revealed too are the various factors that led town councils and their allies to campaign in competition with one another for a Burns statue: these included finance (by attracting visitors), emulation, and civic standing, and the didactic role that public statuary could play in influencing the behaviour of working people. Critical too was the role of Burns statues in arousing Scottish patriotism and perhaps even popular nationalism, albeit within the Union context. Far from being ‘meaningless’, Burns statues mattered intensely to Scotland’s sculptors,to the bodies that commissioned them, and to the public at large.
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Book chapters on the topic "Didactic tool"

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Thompson, Patrick W. "Didactic Objects and Didactic Models in Radical Constructivism." In Symbolizing, Modeling and Tool Use in Mathematics Education. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3194-2_12.

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Giorgi, Pamela. "“Paesaggi della Memoria. Laboratorio didattico tra passato della Resistenza e presente”. Per un uso delle fonti nella pratica didattica." In Raccontare la Resistenza a scuola. Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-650-6.08.

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The paper aims at describing some topics linked to the use of sources in didactical practises, almost of all in didactics of history. It underlines their relevance for didactic practises, as technology makes possible to use cultural patrimony as a didactic tool. Hence, relationship between scholars, archivists, school and territory wqill be enforced. This huge possibility to enlarge the traditional scholastic space will let possibile us to think about how digital cultural patrimony could be used, as well how we can modulate our language, first of all,Public history ones.
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Tuček, Daniel, Štefan Koprda, Martin Magdin, and Zoltán Balogh. "Didactic Tool for the Visually Impaired." In Lecture Notes in Networks and Systems. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-28076-4_59.

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Kakucs, András, and Katalin Harangus. "Didactic Tool for Intuitive Random Process Visualization." In Lecture Notes in Networks and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_68.

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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. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48149-0_9.

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Kuz, Antoniet, and Roxana Giandini. "Student Play: A Didactic Tool to Educate in Values." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77712-2_139.

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Gallo, Roberto, and Ricardo Dahab. "Assurance Cases as a Didactic Tool for Information Security." In Information Security Education Across the Curriculum. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18500-2_2.

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García-Muñoz Vizcaíno, Sheila, and Soledad Díaz Alarcón. "Subtitling for the Deaf and Hard-of-Hearing as a Didactic Tool in the Classroom." In Empirical Studies in Didactic Audiovisual Translation. Routledge, 2024. http://dx.doi.org/10.4324/9781003462194-4.

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Couto-Cantero, Pilar, María Bobadilla-Pérez, and Alberto Fernández-Costales. "Creative Dubbing as an Innovative Tool in the EFL Primary Classroom: Pre-service Teachers' Perspectives." In Empirical Studies in Didactic Audiovisual Translation. Routledge, 2024. http://dx.doi.org/10.4324/9781003462194-8.

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Núñez-Naranjo, Aracelly, Fanny Carmen Cumbicus, and José Miguel Ocaña. "TIC as a Didactic Tool for the Development of Reading Comprehension." In Management, Tourism and Smart Technologies. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-44131-8_15.

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Conference papers on the topic "Didactic tool"

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Kamenova, Elena, and Teodora Bahchevanova. "DIDACTIC PLAY - A TOOL FOR LEARNING ENGLISH IN BULGARIAN KINDERGARTENS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2774.

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Palomo-Domínguez, Isabel, Jesús Segarra-Saavedra, and Fernando Infante del Rosal. "DIDACTIC STORYTELLING: AN EDUCATIONAL TOOL FOR THE POST-DIGITAL SOCIETY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1149.

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Ruiz-Pomeda, Alicia, Natalia Diaz-Herrera, Daniel Vázquez Moliní, et al. "THE MUSEUM OF OPTICS AND OPTOMETRY AS A DIDACTIC TOOL FOR DEEPENING KNOWLEDGE OF THE HISTORY OF OPTICS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1056.

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Dierings, Vanessa Campeol, and Edina Dors Leoni. "Robotics as an Auxiliary Tool in the Construction of Playful Didactic Resources for Children's Literature at the Emília Floriani de Oliveira Early Childhood Education Center." In 2024 Brazilian Symposium on Robotics (SBR), and 2024 Workshop on Robotics in Education (WRE). IEEE, 2024. https://doi.org/10.1109/sbr/wre63066.2024.10838043.

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Sørensen, Ivar. "TWITTER AS A DIDACTIC TOOL." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0578.

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Cankaya, Ebru, Anindita Palit, and Elissa Williams. "A Didactic Tool for Digital Forensics." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002197.

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Several tools exist for performing digital forensics investigations on evidence data. As the vast variety of options available provides a wide span of choices to select from, this variation itself contributes to the complexity of learning and navigating these tools. To facilitate user’s learning efforts, we present a didactic tool that can be used to explore different digital forensics tools for investigating various evidence files in different OS platforms. We use synthetically generated data in the form of a made up scenario that offers safe, realistic, yet reliable data analysis. The digital forensics tools we use are Autopsy, WinHex, ProDiscover, and StegHide; and we demonstrate the execution of these tools in two different OS platforms as Windows and Mac. Our tool is promising to offer explanation and deep insight into commonly available digital forensics tools, and is offered to serve digital forensics students and/or professionals.
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Trichina, Elena. "Didactic instructional tool for topics in computer science." In the 4th annual SIGCSE/SIGCUE ITiCSE conference. ACM Press, 1999. http://dx.doi.org/10.1145/305786.305880.

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Pavlack, Bruna, Malú Grave, Eber Dantas, et al. "EPIDEMIC: a didactic tool for teaching mathematical epidemiology." In CNMAC 2021 - XL Congresso Nacional de Matemática Aplicada e Computacional. SBMAC, 2021. http://dx.doi.org/10.5540/03.2021.008.01.0402.

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Grigore, Ionel, Adriana Radu, and Valentin Barna. "MATHCAD DIDACTIC TOOL FOR STUDYING THE ELLIPTICAL OSCILLATOR." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-105.

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This paper describes an interactive teaching tool developed with the aid of the Mathcad program for studying the elliptical oscillator. For the tool creation we explored the equations of motion of a point mass in a central force field with a spring potential energy. The motion of a point body attached to a spring can be mathematically modeled when to the body is given a velocity in a certain direction relative to the spring. We considered as input data the characteristics of the oscillator, the mass and the spring constant, the initial conditions and an arbitrary moment of time. The initial conditions were specified by the position vector represented in polar coordinates and the velocity vector characterized by the magnitude and orientation towards the direction of the vector radius. The position, velocity and acceleration of the oscillator were calculated at the time specified in the input data. The calculations were performed using both the Cartesian and the polar coordinates. The graph showing the elliptical trajectory of the point mass was placed next to the numerical results. For the characterization of the trajectory, the amplitudes and initial angles phases corresponding to the motion on the two coordinate axes were determined. By modifying the time moment in the input data we can track the motion of the point mass on the trajectory compared to the initial position. At the same time, the modification of the initial conditions allows for the observation of the feedback on the oscillator trajectory. Thus, the particular situations of orientation of the ellipse can be obtained with respect to the reference frame and the cases when the ellipse change into a straight line. The use of this tool in the classroom helps the students to extend the study of the oscillatory motion from the one-dimensional case to the two-dimensional one. Students can interactively observe the influence of initial conditions on the trajectory and analyze a number of particular cases. Furthermore, the students have the opportunity to understand more easily the role of the coordinate transformations, from Cartesian coordinates to polar coordinates, when tackling a problem related to the motion in a central force field. The students can be also encouraged to develop their own Mathcad tools for solving various physics problems.
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Paba Medina, Maira Camila, Julieth Katherin Acosta Medina, and Martha Liliana Torres Barreto. "Design of a gamified tool for the development of citizenship competencies." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11136.

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The DidacTIC project emerges as a proposal in the face of high levels of desertion in virtual education, and the latent need to develop citizen competencies in the Colombian context. It consists in the joint development of a platform developed as KMS that will extract information from the LMS and a motivational didactics tool based on gamification principles, designed to reinforce the teaching and learning process in the subject of citizen competencies. This document evidences the methodology applied to the design of the gamified tool.
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Reports on the topic "Didactic tool"

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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Iryna M. Varfolomyeyeva. Cloud technologies as a tool of creating Earth Remote Sensing educational resources. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3885.

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This article is dedicated to the Earth Remote Sensing (ERS), which the authors believe is a great way to teach geography and allows forming an idea of the actual geographic features and phenomena. One of the major problems that now constrains the active introduction of remote sensing data in the educational process is the low availability of training aerospace pictures, which meet didactic requirements. The article analyzes the main sources of ERS as a basis for educational resources formation with aerospace images: paper, various individual sources (personal stations receiving satellite information, drones, balloons, kites and balls) and Internet sources (mainstream sites, sites of scientific-technical organizations and distributors, interactive Internet geoservices, cloud platforms of geospatial analysis). The authors point out that their geospatial analysis platforms (Google Earth Engine, Land Viewer, EOS Platform, etc.), due to their unique features, are the basis for the creation of information thematic databases of ERS. The article presents an example of such a database, covering more than 800 aerospace images and dynamic models, which are combined according to such didactic principles as high information load and clarity.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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Бондаренко, Ольга Володимирівна, Олена Володимирівна Пахомова, and Володимир Йосипович Засельський. The use of cloud technologies when studying geography by higher school students. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3254.

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Abstract. The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Bondarenko, Olga V., Olena V. Pakhomova, and Vladimir I. Zaselskiy. The use of cloud technologies when studying geography by higher school students. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3261.

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The article is devoted to the topical issue of the cloud technologies implementation in educational process in general and when studying geography, in particular. The authors offer a selection of online services which can contribute to the effective acquisition of geographical knowledge in higher school. The publication describes such cloud technologies as Gapminder, DESA, Datawrapper.de, Time.Graphics, HP Reveal, MOZAIK education, Settera Online, Click-that-hood, Canva, Paint Instant. It is also made some theoretical generalization of their economic, technical, technological, didactic advantages and disadvantages. Visual examples of application are provided in the article. The authors make notice that in the long run the technologies under study should become a valuable educational tool of creation virtual information and education environments connected into common national, and then global, educational space.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, et al. Google cloud services as a way to enhance learning and teaching at university. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Bakum, Z. P., and K. V. Polgun. Didactic principles of inclusive education arrangement at higher educational institutions of Ukraine. [б. в.], 2017. http://dx.doi.org/10.31812/0564/2054.

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It has been stated at the article that arrangement of inclusive education for student with special needs is based on introduction of systematic, individually-oriented and competency-based approaches. Specific didactic principles of inclusive education’s arrangement have been stated. Educational methods, mostly corresponding to aforesaid principles were defined. Peculiarities of inclusive education forms were noted. Importance of informational and communicational tools, used while working with students, having special needs was highlighted.
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Польгун, Е. В. Смешанное обучение в системе инклюзивного образования студентов с ограниченными физическими возможностями. [б. в.], 2015. http://dx.doi.org/10.31812/0564/2060.

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In the article blended learning is considered the most promising model of inclusive education. It is investigated its advantages relative to people with disabilities. It is defined its characteristics and didactic tools.
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Zaika, Oksana V., Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii, and Serhiy O. Semerikov. Selection of online tools for creating math tests. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4594.

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selected tools is given. Criteria for the selection of such tools were identified – functional-didactic and organizational. The following indicators belong to the functional-didactic: the presence of different types of questions, including open-ended; use of formulas, both in questions and in answers; use of pictures, both in questions and in answers; no restrictions on the length of questions and answers; instant receipt of results by the teacher, their evaluation and analysis; instant receipt of results by the respondent; to the organizational: the availability of a free version; no need to install the program; ease of use – characterizes the convenience and clarity of the interface for creating tests and their use; possibility of testing in online and offline mode; time limits, both for a single question and the whole test; random order of questions/answer options; instant demonstration of the correct answer to the respondent. With the help of expert evaluation, it was found that according to these criteria, Quizizz is the most appropriate for testing.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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