Academic literature on the topic 'Didactic unit'
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Journal articles on the topic "Didactic unit"
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Kelemen, Michal, Alexander Gmiterko, Tatiana Kelemenová, František Trebuňa, Ľubica Miková, and Zdenko Bobovský. "Didactic Models Used on Mechatronic Courses." Solid State Phenomena 199 (March 2013): 661–66. http://dx.doi.org/10.4028/www.scientific.net/ssp.199.661.
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The paper deals with one-chip controller Basic Atom, which is often used as control unit in mechatronics systems designed via students. Students can use our building units for training of control subsystem developing for mechatronic products. Also several theses have been done on this topic. Mechatronic systems and robots from these theses are available for other students as training models for practical exercises.
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RENAU RENAU, MARÍA LUISA, and BEATRIZ PÉREZ GARRALÓN. "INTEGRATING ICT IN A DIDACTIC UNIT: LIGHTS, CAMERA, ACTION!" International Journal for 21st Century Education 3, Special (June 30, 2016): 7. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5705.
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In Spain, the educational system is focused on traditional teacher-centred methods. Nevertheless, this traditional approach does not engage students anymore. Prensky (2001) claims that students have changed and our educational system was not designed to teach today's students. Today's students are digital natives, they were born into the digital world and they have spent their entire lives using technology. Therefore, taking this into account is paramount to capture the students’ interest in class. This work has been designed to integrate the use of ICT in a Spanish high school where traditional approach is the predominant methodology amongst teachers. The didactic unit designed and described in this paper has been implemented in a third year of Compulsory Secondary Education with the objective of combining a traditional approach with a task-based approach. This didactic unit includes the use of ICT in a wide variety of activities in order to deal with diversity awareness and to cope with the different learning styles students may have. Results indicate that the use of ICT is highly motivating for the students, that students perform better on the tasks which imply the use of computers opposed to the use of traditional materials and that they are willing to work in collaborative groups.
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Lozitskaya, E. V., E. A. Chzhan, V. V. Kukartsev, and V. S. Tynchenko. "Automation of university curriculum construction using didactic unit arrays." Journal of Physics: Conference Series 1353 (November 2019): 012131. http://dx.doi.org/10.1088/1742-6596/1353/1/012131.
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Gjinali, Aida. "Italian Language in the Adult Class - Didactic Unit for Adults." European Journal of Social Sciences Education and Research 3, no. 1 (April 30, 2015): 42. http://dx.doi.org/10.26417/ejser.v3i1.p42-54.
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This paper aims to address foreign language and Italian respectively of the adult classes. Teaching in classes with adults is radically different from teaching in classrooms with children and teenage, this occur because students typology to teach is quite another. Teaching adults is a topic which is not studied enough because the teaching for this age group is often taken for granted. So, while teaching children and adolescents we can find countless of studies that adults age does not enjoy this privilege. The branch that deals with the study of teaching adults is Andragogy. Teaching adults depends on many factors, as an adult that has a formative his own bag round which certainly we cannot overlook. Adults also need to be clarified about the objectives of teaching, because they need to know the values that will have the information that they would take in a certain course. In a language class with adults it has a great importance the role of teacher too. He is not the pedagogical teacher but andragogic hence its formation must be such that it should recognize quite well each method, technique of teaching adults. Our paper aims to provide also a didactic unit in order to provide a practical approach to language teaching, near adult classes taking into account the psychology age their requirements and their needs
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Morales Pinzón, Tito, and María Zulay González Cardona. "Didactic unit and ludic to explain the water pollution phenomenon." Zona Próxima, no. 32 (April 13, 2020): 75–104. http://dx.doi.org/10.14482/zp.32.370.
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Kwiatkowska-Tybulewicz, Barbara. "Działalność dydaktyczna Zakładu Edukacji Estetycznej i Studiów nad Kulturą." Kwartalnik Pedagogiczny 62, no. 4 (246) (February 7, 2018): 123–33. http://dx.doi.org/10.5604/01.3001.0010.8451.
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This article is a presentation of the didactic activity of the Aesthetic Education and Cultural Studies Unit. It presents a variety of didactic classes taught currently by the members of the Unit, starting from the study programme of the Art and Media Education specialisation, through obligatory and optional classes addressed to students of the Faculty of Education, to general university courses for students of other faculties and students of foreign universities.
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Velho, Francianne Dos Santos, and Valéria Schorghofer-Queiroz. "O ensino de oralidade a alunos intermediários de Português como Língua Adicional: uma proposta de sequência didática." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 33108. http://dx.doi.org/10.15448/2178-3640.2019.1.33108.
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Although oral skills are prominent in the teaching materials of Portuguese as an Additional Language (PAL), they are commonly seen only as a colloquial language, proper of conversations and familiar and informal situations. There is still a lack of Brazilian publications on didactic materials in PAL that focus on oral language from the perspective of discourse genres and that seek to enable students to understand and perform authentic oral texts in different contexts of language use. Thus, we developed a didactic unit on the genre of instruction aiming to propose a material for teaching orality to intermediate students from the point of view of the didactic sequence developed by Schneuwly & Dolz (2004). We intend to present to PLA teachers and researchers a suggestion of a didactic unit that focuses on the production of oral genres by considering its varied aspects in situations of communication.
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Singer, Néstor, José Luis Poblete, and Carlos Carlos Velozo. "Design, implementation and evaluation of a data-driven learning didactic unit based on an online series corpus." Literatura y Lingüística, no. 43 (May 14, 2021): 391–420. http://dx.doi.org/10.29344/0717621x.43.2785.
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This paper presents the implementation of a didactic unit based on Singer’s proposal for data-driven learning (DDL) within a task-based (TB) framework in the context of Chilean translation education. The didactic intervention has four stages: 1) data collection from students’ preferred multimodal consumption in order to generate a written corpus based on the transcription of popular online TV series, 2) the design of a didactic unit that graduates concordance software use and student autonomy by means of linguistic tasks, 3) the application of the approach in an English Language 7 course unit with 24 participants at the Translation Studies undergraduate program at Universidad de Santiago de Chile, and 4) the evaluation of the intervention by means of an online questionnaire. Students’ and lecturers’ perceptions suggest that a DDL-TB approach is suitable for language teaching in translator education. Further recommendations to improve future DDL-TB projects are also provided.
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Petryk, Lada. "MEDIA DIDACTIC SUPPORT OF THE PROCESS OF FUTURE PRIMARY SCHOOL TEACHERS’ FOREIGN LANGUAGE TRAINING." Educological discourse 32, no. 1 (2021): 112–28. http://dx.doi.org/10.28925/2312-5829.2021.1.8.
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The article reveals the essence of media didactic support of future primary school teachers’ foreign language training. It consists in providing students with methodological support in order to form their foreign language communicative competence through completeing tasks, solving professional and life situations. Media didactic support guids in creating a foreign language communicative environment, which provides clearly defined tasks (situations, instructions) within the subject of the discipline of the foreign language unit and ways to analyze, evaluate foreign media, create own ones and perform manual actions using media tools. The paper presents some elements of the author's media didactic support of future primary school teachers’ foreign language training in the content of foreign language disciplines, which testify to the diversity of future primary school teachers’ foreign language training with didactic tools, methods and forms of foreign language teaching. Applying theoretical research methods (analysis, comparison, generalization, systematization, synthesis and specification), emphasis is placed on aspects of media didactics development in the process of future primary school teachers’ foreign language training, which allows integration of future school teachers’ foreign language communicative competence and their media literacy. It is established that alongside with traditional methods of foreign language teaching (conversation, explanation, demonstration, etc.) innovative ones are being actively used (the usage of computer programs, the usage of mobile applications, creative tasks, webquest, filming, audio recording, analysis of problem situations and others). Media tools (digital images and photos, collages, comics, screenshots, websites, blogs, infographics, clusters, audio recordings, podcasts, cartoons, audiobooks, online dictionaries, social networks, mobile applications for others) expand the didactic tools of foreign language teaching.
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Garritz Ruiz, Andoni, Blanca Estela Zenteno Mendoza, Clara Alvarado, and Guianeya Guerra. "La dimensión ciencia-tecnología-sociedad del tema de ácidos y bases en un aula del bachillerato." Educación Química 19, no. 4 (June 23, 2011): 277. http://dx.doi.org/10.22201/fq.18708404e.2008.4.25843.
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<span>This work has as its foundation the use of models and the structuring of a didactic unit with three learning sequences, to introduce the Science-Technology-Society dimension in the teaching of acids and bases in high school level. The introduction includes a general survey on the theoretical foundations of STS dimension, modeling in science teaching and the construction of didactic units. The importance of the topic of acid and bases is argued and the design of a STS sequence on this topic is discussed for its application on a sixth semester high school class in Colegio de Ciencias y Humanidades of Universidad Nacional Autónoma de México.</span>
Dissertations / Theses on the topic "Didactic unit"
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Wallhead, Tristan L. "A didactic analysis of student content development during the peer-assisted learning tasks of a unit of Sport Education." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092234758.
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Oliveira, Claudete de. "Orientação didática para o ensino de leitura em inglês: análise de uma unidade didática." Universidade de Taubaté, 2008. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=368.
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Com o intuito de contribuir como parâmetro de avaliação de material didático para demais profissionais que trabalham com a língua inglesa, este trabalho, inserido na linha de pesquisa Ensino-Aprendizagem de Língua Estrangeira e no projeto Ensino-Crítico Reflexivo de Língua Estrangeira, tem como objetivo discutir a orientação didática para o ensino de leitura em inglês, proposto na unidade The Natural World do livro didático Great 2. A discussão ancora-se, principalmente, nos Parâmetros Curriculares de Língua Estrangeira (Brasil, 1998), pois as autoras do livro afirmam desenvolver um trabalho de acordo com esse documento. As perguntas de pesquisa que norteiam esse trabalho, baseados nos pressupostos teóricos dos PCN-LE (Brasil, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006), entre outros são: Como se caracterizam os textos para o desenvolvimento de leitura na unidade? De que forma a compreensão escrita é trabalhada na unidade? Qual a relação da proposta de leitura da unidade com a proposta dos PCN-LE (Brasil, 1998)? Para respondê-las, foram criadas categorias para análise relacionadas a cada uma delas. As conclusões demonstram que a unidade analisada apresenta relações com a proposta dos PCN-LE (Brasil, 1998) no tocante à leitura, no entanto, revelam inconsistência quanto às suas orientações didáticas, como a exploração do conhecimento de mundo, textual e sistêmico, pré-leitura, leitura e pós-leitura, além dos problemas na escolha dos textos.In order to contribute as a parameter of evaluation for didactic materials for others professionals that work with English language, this paper, following the foreign language teaching-learning and the foreign language self critical project line of research, has the objective of discussing the didactic orientation to teaching reading in English, as proposed in the unit The natural World from the didactic book Great 2. The discussion is based mainly on Parâmetros Curriculares Nacionais de Lingua Estrangeira (BRASIL, 1998) as the authors of the book claim to develop their work according to it. The questions of research that guide this paper, based on the theoretical suppositions of PCN-LE (BRASIL, 1998), Solé (1998), Nuttall (1985), Lousada (2005), Dias (2006) among others are: How are the reading development texts in the unit characterized? How is writing comprehension treated in the unit? What is the relationship between purpose of the unit reading and the purposed by PCN-LE (BRASIL, 1998)? To answer these analytical categories related to each question were created. The conclusions show that the unit analyzed relates well to the proposal of the PCN-LE (BRASIL, 1998) with respect to reading, however, they reveal inconsistency in relation to the didactic orientations such as, exploring knowledge of world, textual and systemic , pre-reading, reading and post-reading, other then problems in the choice of texts.
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Araújo, Rafaele Rodrigues de. "Temas estruturadores no ensino de física: potencializando a aprendizagem em termodinâmica no ensino médio através de unidades didáticas." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/2854.
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Dissertação(mestrado) - Universidade Federal do Rio Grande, Programa de Pós- Graduação em Educação em Ciências: Química da Vida e Saúde, Instituto de Educação, 2012.Submitted by EDUARDO PENA (edupenaa@hotmail.com) on 2012-11-23T16:16:06Z No. of bitstreams: 1 TEMAS ESTRUTURADORES NO ENSINO DE FÍSICA POTENCIALIZANDO A APRENDIZAGEM EM TERMODINÂMICA NO ENSINO MÉDIO ATRAVÉS DE UNIDADES DIDÁTICAS.pdf: 2663995 bytes, checksum: a2866d7c0cab59aeec03cc35015cd18a (MD5)
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Nesta pesquisa buscamos investigar através das ações educativas dos professores de Física em sala de aula do Ensino Médio, a implementação dos temas estruturadores no ensino e aprendizagem, de forma a desenvolver um aprendizado significativo dos conceitos físicos pelos estudantes. Os temas estruturadores foram propostos pelas Orientações Educacionais Complementares aos Parâmetros Curriculares Nacionais (PCN+, 2002), de forma que estes têm como seus objetivos desenvolver competências e habilidades dos estudantes, de maneira contextualizada e interdisciplinar, a fim de estruturar a prática pedagógica. Para investigar a potencialidade destes temas, apostamos no planejamento de um material baseado no tema estruturador “Calor, Ambiente, Formas e Usos de Energia” - conteúdo de Termodinâmica - na forma de uma Unidade Didática (UD) intitulada “Ensinando e aprendendo Física aumenta a temperatura”. No desenvolvimento da UD utilizamos os pressupostos contidos nos documentos oficiais, como a contextualização, o desenvolvimento de competências e integramos na pesquisa a teoria da aprendizagem significativa. Para análise dos dados, que emergiram dos parceiros de pesquisa (professores e alunos), utilizamos a Análise Textual Discursiva e a Estatística Descritiva. Com a Análise Textual Discursiva, onde ocorre um processo de unitarização e categorização, chegamos às seguintes categorias: Diálogo como mediador do processo de ensino e aprendizagem, O papel importante da metodologia para o ensino e aprendizagem em Física e Enxergando o papel da Física na escola a partir do (re) pensar da prática pedagógica. Estas foram discutidas a partir das falas dos parceiros de pesquisa e de teóricos que dialogam sobre esses conceitos. Com estatística descritiva mostramos uma análise sobre o crescimento do aprendizado dos estudantes sobre o conteúdo de Termodinâmica com a aplicação da UD. Esta pesquisa confirma que, em uma sala de aula onde há espaço para o diálogo e que o estudante entenda o motivo de aprender os conceitos físicos, o ensino da Física se torna algo prazeroso e que terá significado para sua vida presente e futura.
This research have as main goal the investigation of the implementation of structuring issues in the teaching and learning process through educational acts carried out by Physics teachers in high school so that students can experience meaningful learning of concepts in Physics. The structuring issues were recommended by the Complementary Educational Guidelines to the National Curriculum Parameters (PCN+, 2002) whose objective is to develop students’ competences and skills in a contextualized and interdisciplinary way, in order to structure the pedagogical practice. In order to investigate the potentiality of these issues, I have planned some material which is based on the structuring issue “Heat, Environment, Forms and Uses of Energy”, in Thermodynamics, and have created a Didactic Unit (DU) named “Teaching and learning Physics increases the temperature”. In order to develop the DU, I have used the premises found in official documents, such as the contextualization and the development of competences, besides integrating the theory of meaningful learning into the research. Data were provided by my research partners (teachers and students) and their analysis was carried out by Textual Discourse Analysis and by Descriptive Statistics. The former has led me to the following categories: Dialogue as a mediator in the teaching and learning process; the important role of methodology in the teaching and learning process in Physics: and Understanding at the role Physics plays in the school while (re)thinking about the pedagogical practice. The discussion of these categories was based on my partners’ speeches and on what theoreticians say about these concepts. Descriptive Statistics has enabled me to analyze the growth of students’ learning about the concept of Thermodynamics by applying the DU. This research confirms that a class becomes pleasant and meaningful for present and future life when there is space for dialogue and students understand the reason why they learn concepts in Physics.
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Bego, Thiago Moura [UNESP]. "Conhecimentos implícitos e explícitos de professores de química em formação inicial: a implementação de unidades didáticas multiestratégicas como percurso formativo." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/151517.
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Esta é uma pesquisa mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química do Instituto de Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, câmpus de Araraquara. A pesquisa teve como objetivo investigar sobre a implementação de Unidade Didática Multiestratégica (UDM) no âmbito das disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V. Para tanto, foi formulada o seguinte problema de pesquisa: de que modo a implementação de UDM incide sobre o princípio de um processo de construção do conhecimento profissional de professores de química em formação inicial? Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa não-experimental quantitativa e qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. quais são as concepções prévias acerca do conhecimento escolar dos licenciandos?; 2. quais são os conhecimentos explícitos dos licenciandos presentes no planejamento da UDM?; 3. quais conhecimentos implícitos presentes nos licenciandos são identificados na reflexão sobre a aplicação da UDM?; 4. como o processo de implementação de uma UDM incide sobre a explicitação, conscientização e crítica dos conhecimentos implícitos de professores de química em formação inicial? Conforme a abordagem de pesquisa escolhida, as fontes de informação foram: sujeitos e documentos. Os sujeitos foram: 15 alunos de graduação do curso de licenciatura em química que frequentaram as disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V, que foram ministradas no primeiro e segundo semestre de 2016, respectivamente. Os documentos utilizados foram: a elaboração de uma UDM e o trabalho em grupo para propor justificativas às modificações que foram realizadas na reelaboração da UDM. Como conclusão do estudo de caso, pode-se verificar que os licenciandos apresentaram concepções prévias acerca do conhecimento escolar bastante distantes de concepções marcadamente tradicionais, mostrando claros indícios de mudança e evolução de suas concepções de ensino e aprendizagem. Os conhecimentos explícitos da docência apresentam elementos que levam os licenciandos a elaborarem seu planejamento de acordo com teorias pedagógicas mais complexas e contemporâneas. Porém, foram identificados também alguns elementos característicos dos Enfoques Tradicional, Tecnicista e Espontaneísta. Evidenciaram-se a incidência e resistência de alguns conhecimentos implícitos relacionados a visões superficiais sobre os processos de ensino e aprendizagem e análises simplificadoras dos problemas enfrentados na prática, além da presença de rotinas não fundamentadas e pouco refletidas oriundas da formação ambiental. No entanto, o processo de reflexão crítica e fundamentada se mostrou profícuo e fez emergir alguns conhecimentos implícitos, bem como favoreceu o desenvolvimento do conhecimento profissional docente. Por fim, conclui-se que a implementação da UDM apresenta um grande potencial na formação de professores de ciências como profissionais reflexivos, críticos e pesquisadores da própria prática.
This is a master's degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the Universidade Estadual Paulista “Júlio de Mesquita Filho”, Araraquara campuses. The research’s aim has been to investigate the implementation of a Multistrategic Teaching Unit (MTU) in the scope of the Instrumentation disciplines for Teaching Chemistry and Supervised Curricular Internship V. Therefore, the following research question have been formulated: how does the implementation of MTU affect the principle of a building process of the professional knowledge of chemistry teachers in initial formation? In order to achieve the research objective, a quantitative and qualitative non-experimental research of the case study type have been chosen. In order to operationalize the research process and make the research problem feasible, the following research questions have been formulated: 1. What are the previous conceptions about the school knowledge of the undergraduates ?; 2. What is the explicit knowledge of the undergraduates present in the planning of the MTU ?; 3. What implicit knowledge is identified in the MTU application ?; 4. How does the process of implementing a MTU promote awareness and criticism of the implicit knowledge identified and the development of professional teacher knowledge? According to the chosen research approach, the sources of information have been: subjects and documents. The subjects have been: 15 undergraduate students of the Chemistry course who have attended the courses of Instrumentation for Teaching Chemistry and Supervised Curricular Internship V, which have taught in the first and second semester of 2016, respectively. The documents that have been used: the elaboration of a MTU and the group work with justifications for the modifications that have been made in the re-elaboration of the MTU. As conclusion of the case study, it can be verified that the undergraduates have presented previous conceptions about the school knowledge quite distant of conceptions markedly traditional, showing clear signs of change and evolution of their conceptions of teaching and learning. The explicit knowledge of the teacher presents elements that lead him to elaborate his planning according to more complex and contemporary pedagogical theories. However, characteristic elements of the Traditional, Technicist and Spontaneist Approaches have also been identified. It has been evidenced the incidence and resistance of some implicit knowledge related to superficial visions about the teaching and learning process and simplifying analyzes of the problems faced in practice and the presence of unreflected and poorly thought out routines from environmental training. However, the process of critical and grounded reflection have been proved to be profitable and it have been given rise some implicit knowledge, as well this have favored the development of professional teacher knowledge. Finally, the MTU implementation has great potential in the training of science teachers as reflective professionals, critics and researchers of the practice itself, favoring a better development in professional teacher knowledge.
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Cargnelutti, Joceli. "A UNIDADE DIDÁTICA COMO GÊNERO DO LIVRO DIDÁTICO DE PORTUGUÊS: SUA CONSTITUIÇÃO NAS DÉCADAS DE 1960/1970/1980." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/9820.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThroughout the last years, interest in and the quantity of studies regarding the evolvement of each school subject with its transformations along time have increased. Motivated by these studies, we directed our attention to the Portuguese language field in the attempt to better know the constitution of this teaching through its textbook observing specifically the organization of the didactic units. It is our aim to investigate to what extent the didactic unit can be perceived as a discourse genre that organizes the Portuguese textbook. The research has a Bakhtinian theoretical background which allows understanding the didactic unit from the starting point of a socio-historical process and the textbook as one of the fundamental means to make sure the acquisition of knowledge within this very process. For the present study, three textbooks from different editions published in the 1960s, 1970s and 1980s were analyzed. To support our investigation, we present cross-readings dealing with different historical researches focusing on the school subject of the Portuguese language, the textbook and the didactic unit of Portuguese. The investigation signals that changes which occurred in the process of organizing the didactic units are the result of a socio-historical process that enables small and progressive organizational modifications in the didactic units along the mentioned decades.
Nos últimos anos tem aumentado o interesse e o número de estudos relativo ao surgimento de cada disciplina escolar e suas transformações ao longo do tempo. Motivados por esses estudos, direcionamos nossa atenção para a área de conhecimento língua portuguesa, na tentativa de melhor conhecer a constituição desse ensino, através do livro didático dessa disciplina, olhando especificamente para a constituição das unidades didáticas. Propomo-nos como objetivo investigar em que medida a unidade didática pode se constituir em um gênero do discurso organizador do livro didático de português. A pesquisa se sustenta na perspectiva teórica bakhtiniana, que permite compreender a unidade didática a partir de um processo sócio-histórico, e o livro didático como um dos instrumentos responsáveis para assegurar a aquisição de saberes nesse mesmo processo. Para esta investigação foram analisados três livros didáticos de coleções diferentes publicadas em décadas distintas: 1960, 1970 e 1980. Para subsidiar a investigação apresentamos um diálogo com diferentes pesquisas históricas já realizadas envolvendo a disciplina curricular língua portuguesa, o livro didático e a unidade didática de língua portuguesa. A investigação nos indicia que as mudanças ocorridas no processo de constituição das unidades didáticas são resultado de um processo sócio-histórico que possibilita pequenas e progressivas alterações nas unidades em decorrência de sua constituição ao longo das décadas.
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Mokhfi, Atika. "Étude d'un dispositif d'enseignement à distance en libre accès sur le web : une approche didactique du travail enseignant dans le supérieur : le cas du dispositif Thermoptim-UNIT à l’école MINES ParisTech." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3005.
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La thèse porte aussi bien sur les portails de ressources en accès libre sur le Web et l’introduction des technologies en éducation. Elle s’appuie sur une approche anthropologique du didactique qui s’intéresse à la diffusion des connaissances dans la société et qui offre un cadre de référence à l’analyse du fonctionnement de systèmes didactiques instrumentés par les technologies. Notre étude porte sur le dispositif Thermoptim-UNIT et son portail de ressources pédagogiques numériques diffusées en libre accès sur le Web. Pour étudier les effets de l’introduction de ce dispositif dans l’enseignement de la discipline, nous considérons d’abord la place de l’enseignement de la thermodynamique appliquée aux systèmes énergétiques dans la situation particulière de l’école MINES ParisTech, pour comprendre comment et sous quelles conditions et contraintes s’opèrent la diffusion et la transposition de cette science au niveau de la société. Nous examinons ensuite le rôle joué par l’introduction progressive des technologies éducatives dans l’enseignement de la discipline. Notre méthodologie s’appuie dans un premier temps sur l’analyse des traces de l’activité sur le portail, puis sur des enquêtes par questionnaires et entretiens auprès des utilisateurs. En s’intéressant plus particulièrement aux effets du dispositif sur le travail des enseignants, notre étude s’organise autour de deux axes de recherche majeurs : les effets du recours aux technologies et aux technologies éducatives sur la transposition didactique de la thermodynamique appliquée aux systèmes énergétiques, ainsi que les effets perceptibles et déclarés de l’utilisation du dispositif sur l’enseignement de la disciplineThis work lies within the framework both of a research on open access Web portals and of the introduction of educational technologies. It is based on the anthropological theory of the didactic that studies knowledge diffusion in society and offers a reference framework to analyse the functioning of didactic systems instrumented by technologies. Our research studies the Thermoptim-UNIT portal and its open access educational resources portal. In order to study the effects of introducing this educational setting on the teaching of the discipline, we first consider the situation of teaching thermodynamics applied to energetic systems in the specific context of MINES ParisTech graduate school, to understand how and under which conditions and constraints the diffusion and transposition of this science are operating in society. We then examine the role played by the progressive introduction of educational technologies on teaching the discipline. Our methodology first relies on the analysis of activity traces on the portal, then on questionnaire surveys and user interviews. Looking more specifically at the effects of the educational setting on teachers’ work, our study is organised into two major research axes: 1/ the effects of technologies and the use of learning technologies on the didactical transposition of thermodynamics applied to energetic systems; 2/ the perceptible and declared effects of the use of this setting for teaching the discipline
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Santiago, Célia Aparecida Barros. "Uma situação de aprendizagem de língua inglesa com alunos da EJA: percepções sobre uma unidade didática e a aprendizagem." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13953.
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This research aims at investigating the perceptions that students from Adult s Education (EJA) reveal about a didactic unit and how it can contribute with their English language learning process. The theoretical bases for this study are Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil,1998), Proposta Curricular para a Educação de Jovens e Adultos: segundo segmento do Ensino Fundamental: 5ª a 8ª série: Língua Estrangeira (Brasil, 2002) which is the official document for this segment and the sociointeracionist approach suggested by Vygotsky (1994,1995). In addition, the concepts of materials development and evaluation proposed by Tomlinson (1998), Dudley-Evans e St John (1998), Graves (2000) and Leffa (2003) are relevant to this research. This study was conducted in the teacher-researcher s classroom with 5 students of the 4th term of Adult s Education (EJA) of a public school in São Paulo. The data were collected in the second semester of 2006 by questionnaires, teacher s diary and audio recordings. In relation to the learning process, the results revealed perceptions about four contents: strategic, systemic, attitudinal and knowledge of diverse content. Furthermore, it could increase their awareness of ethics, consumerism and citizenship
Esta pesquisa tem por objetivo investigar as percepções que os alunos da Educação de Jovens e Adultos (EJA) revelam sobre uma unidade didática e verificar como essa unidade pode contribuir para a aprendizagem de língua inglesa desse grupo. Este estudo fundamenta-se nos Parâmetros Curriculares Nacionais Língua Estrangeira (Brasil, 1998), na Proposta Curricular para a Educação de Jovens e Adultos: segundo segmento do Ensino Fundamental: 5ª a 8ª série: Língua Estrangeira (Brasil, 2002a) que é documento para o segmento e na abordagem sociointeracionista de ensino-aprendizagem proposta por Vygotsky (1994, 1995). Também foram relevantes para este estudo os critérios para elaboração e avaliação de material didático para o ensino-aprendizagem de língua estrangeira sugeridos por Tomlinson (1998), Dudley-Evans e St John (1998), Graves (2000) e Leffa (2003). A pesquisa foi realizada na sala de aula da professora-pesquisadora com 5 alunos focais do 4º termo da Educação de Jovens e Adultos da rede municipal de São Paulo. A coleta de dados realizou-se no segundo semestre de 2006, por meio de questionários, diários reflexivos da professora-pesquisadora e gravações de aulas em áudio. Em relação à aprendizagem, os resultados revelam percepções relacionadas a quatro tipos de conteúdo: estratégico, sistêmico, atitudinal e aprendizagem de conteúdo diverso. Aliado a isso, pôde despertar nos alunos a consciência sobre as relações de consumo, ética e cidadania
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Eskilsson, Camilla. "Vårdande och lärande sammanflätas i genuina möten : erfarenheter, förutsättningar och ansvar på utbildningsvårdavdelning." Doctoral thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49776.
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Aim The overall aim of this thesis is to create knowledge about caring and learning as an intertwining phenomenon at a Dedicated Education Unit and how it can be developed. Approach and method A lifeworld approach, based on the phenomenological philosophies foremost derived from Husserl and Merleau-Ponty was used and carried out in lifeworld interviews and with meaning-oriented analysis in accordance with reflective lifeworld research. The participants were: 13 student nurses (study I), 11 patients (study II), 8 supervisors (study III) all from the same DEU in orthopedic care and 10 managers from various DEUs (study IV). Main findings Intertwined caring and learning is most evident in genuine encounters between students and patients, supported by supervisors and managers. The intertwining is created in appealing challenges where students feel safe and ready. In the encounter with the patient they gain a sense of the whole where they can find their personal style. Patients, who feel invited to participate, could describe the encounter with students as genuine and a new dimension in nursing care. These encounters are characterized by closeness, thoroughness, accessibility, acknowledgement and sensitivity. When the encounter is less genuine, supervisors constitute an essential support for stabilizing the care. Supervisors constantly move in order to either stay close to or stand back, adjusting to the students’ and patients’ needs. Their demanding task as reflective supervisors requires pauses in order to maintain motivation. The managers’ daily struggle in a stressful and challenging reality is influenced by them either having or taking responsibility. Differences in approaches are shown in terms of more or less involvement and commitment in caring environment and educational issues. Conclusions Genuine encounters are characterized by the core of both caring and learning and will thereby benefit both the students and the patients. Identifying and supporting genuine encounters is necessary for students, supervisors and managers. It is time to find ways to develop a unified view of how caring and learning can be intertwined.
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Hofman, Václav. "Způsoby implementace výchovy k podnikavosti v ekonomickém vzdělávání." Doctoral thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-135388.
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This thesis on the ways of implementation of entrepreneurship education in the Czech business school system describes entrepreneurship and education as two such extraordinary opportunities that need to be leveraged and interconnected if we are to develop the human capital required for building the societies of the future. It sees the entrepreneurship education as the engine fuelling innovation, employment generation and economic growth. The thesis consolidates existing knowledge and good practices in entrepreneurship education around the area that covers the lifelong learning process, starting with youth individuals. It searches for the effective goals of Czech educational system that prepare the current and future generations of entrepreneurs, workers, teachers, managers and individuals with the skills needed to succeed and help others. The research on entrepreneurship and entrepreneurial skills is provided. The core methodology components contain observation, questionnaire survey, school documentation analysis, personal managed conversation and statistical interpretation using the method of T-test. The thesis consolidates sharing and development of innovative new tools, approaches and delivery methods suitable for entrepreneurship courses. Achieving the EU goals, it also urges didactic action and provides recommendations to teachers, government, school management and universities on the development and delivery of effective education programmes for entrepreneurship. Finally, the thesis forms the objectives of entrepreneurship education as a critical component for addressing the global challenges of the 21st century. They should be clear from the start and outcomes should be measured to ensure that the intended results are being delivered.
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Carlzon, Madeleine. "Att få grepp om begrepp : En kvalitativ studie av gymnasieelevers begreppsförståelse inom trigonometri." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-79936.
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Den här studien undersöker gymnasieelevers begreppsförståelse inom trigonometri. Eleverna, som samtliga läser Ma 4, besvarade anonymt två frågeformulär där det ena bestod av en öppen fråga, medan det andra var upplagt som ett test med uppgifter att lösa. Den kvalitativa analysen baseras på Tall och Vinners (1981) teori om begreppsbild och Sfards (1991) uppdelning av begreppsförståelse i de tre processerna interiorisering, kondensering och reifiering. Resultatet indikerar att elever tenderar att använda cirkeltrigonometri före triangeltrigonometri för att lösa uppgifter, men att majoriteten av deras begreppsbilder består av både och. Det visade sig att radianer var det trigonometriska begrepp eleverna hade svårast för. Detta stämmer överens med tidigare forskning på området. Tre elever analyseras djupare med avseende på hur långt de har kommit i sin utveckling av begreppsförståelse inom trigonometri. Det ges även exempel på hur utvecklingsfaserna kan ge sig till uttryck hos enskilda elever. Såväl begreppsbild som vilka stadier eleverna befinner sig på i sin begreppsförståelse varierar stort.This study investigates the conceptual understanding of high school students in a trigonometry context. The students, all of them taking the Swedish math course Ma 4, anonymously answered two questionnaires, one of them containing an open question, while the other was constructed like a test with problems to solve. The qualitative analysis is based on Tall & Vinner’s (1981) theory of concept image and Sfard’s (1991) division of conceptual understanding into the three processes interiorization, condensation and reification. The result indicates that students tend to use circle trigonometry over triangle trigonometry for problem solving, however the majority of their concept images consist of both. Radians seemed to be the trigonometrical concept that the students had most trouble understanding. This corresponds with earlier research of trigonometry. In the analysis three students are more deeply analysed, based on how far they have come in their development of trigonometric conceptual understanding. Furthermore there are concrete examples of how the phases of development can be presented among individual students. The concept image as well as the levels of the students’ conceptual understanding vary considerably.
Books on the topic "Didactic unit"
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Moshkarina, Mariya, and Irina Kukukina. Property valuation: tangible and intangible assets, business. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013716.
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The textbook contains theoretical and methodological materials and didactic units for evaluating real estate, machinery, equipment and vehicles, enterprises (businesses), intangible assets, tasks, case studies, tests and applications. Meets the requirements of the Federal state educational standards of higher education of the latest generation. To prepare bachelors in the areas of 38.03.01 " Economics "and 38.03.02" Management", analytical services of enterprises and specialists in property valuation.
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Harrison, Thomas. The Moral of History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803614.003.0014.
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This chapter examines in what sense the Histories of Herodotus might be envisaged as moral or didactic in purpose. It looks, first, at weaker definitions of moralism (e.g. in terms of the themes or patterns that unite the Histories), before looking next at the moralism expressed by different characters in the Histories, and finally asking whether there are stronger morals implicit in the Histories as a whole.
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Giacovazzo, Carmelo. Phasing in Crystallography. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199686995.001.0001.
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Modern crystallographic methods originate from the synergy of two main research streams, the small-molecule and the macro-molecular streams. The first stream was able to definitively solve the phase problem for molecules up to 200 atoms in the asymmetric unit. The achievements obtained by the macromolecular stream are also impressive. A huge number of protein structures have been deposited in the Protein Data Bank. The solution of them is no longer reserved to an elite group of scientists, but may be attained in a large number of laboratories around the world, even by young scientists. New probabilistic approaches have been tailored to deal with larger structures, errors in the experimental data, and modest data resolution. Traditional phasing techniques like ab initio, molecular replacement, isomorphous replacement, and anomalous dispersion techniques have been revisited. The new approaches have been implemented in robust phasing programs, which have been organized in automatic pipelines usable even by non-experts. Protein structures, which 50 years ago could take months or even years to solve, can now be solved in a matter of hours, partly also due to technological advances in computer science. This book describes all modern crystallographic phasing methods, and introduces a new rational classification of them. A didactic approach is used, with the techniques described simply and logically in the main text, and further mathematical details confined to the Appendices for motivated readers. Numerous figures and applicative details illustrate the text.
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Harrison, Thomas, and Elizabeth Irwin, eds. Interpreting Herodotus. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198803614.001.0001.
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Charles W. Fornara’s Herodotus. An Interpretative Essay (1971) was a landmark publication in the study of Herodotus. It is well known in particular for its main thesis that the Histories should be read against the background of the Atheno-Peloponnesian Wars during which Herodotus wrote. However, it also includes penetrating discussion of other issues: the relative unity of Herodotus’ work; the relationship between Herodotus’ ethnographies and his historical narrative; and the themes and motifs that criss-cross the Histories, how ‘history became moral and Herodotus didactic’. Interpreting Herodotus brings together a team of leading Herodotean scholars to look afresh at the themes of Fornara’s Essay, in the light of the explosion of scholarship on the Histories in the intervening years. What does it mean to talk of the unity of the Histories, or Herodotus’ ‘moral’ purpose? How can we reconstruct the context in which the Histories were written and published? And in what sense might the Histories constitute a ‘warning’ for his own, or for subsequent, generations?
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Ariane, Landuyt, and Università di Siena. Centro di ricerca sull'integrazione Europea., eds. Europa unita e didattica integrata: Storiografie e bibliografie a confronto = A united Europe and integrated didactics : historiographies and bibliographies compared. Siena: Protagon, 1995.
Find full textBook chapters on the topic "Didactic unit"
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Wittmann, Erich Christian. "Teaching Units as the Integrating Core of Mathematics Education." In Connecting Mathematics and Mathematics Education, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_2.
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AbstractHow to integrate mathematics, psychology, pedagogy and practical teaching within the didactics of mathematics in order to get unified specific theories and conceptions of mathematics teaching? This problem—relevant for theoretical and empirical studies in mathematics education as well as for teacher training—is considered in the present paper. The author suggests an approach which is based on teaching units (Unterrichtsbeispiele). Suitable teaching units incorporate mathematical, pedagogical, psychological and practical aspects in a natural way and therefore they are a unique tool for integration. It is the aim of the present paper to describe an approach to bridging the often deplored gap between didactics of mathematics teaching on one hand and teaching practice, mathematics, psychology, and pedagogy on the other hand. In doing so I relate the various aspects of mathematics education to one another. My interest is equally directed to teacher training and to the methodology of research in mathematics education. The structure of the paper is as follows. First I would like to make reference to and characterize an earlier discussion on the status and role of mathematics education; secondly, I will talk about problems of integration which naturally arise when mathematics education is viewed as an interdisciplinary field of study. The fourth and essential section will show how to tackle these problems by means of teaching units. The present approach is based on a certain conception of mathematics teaching which is necessary for appreciating Sect. 4. This conception is therefore explained in Sect. 3.
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Bienengräber, Thomas. "Situationism in Business Education – Are Situations the Smallest Didactical Units?" In From Diagnostics to Learning Success, 61–73. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-191-7_5.
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"The Invariant Approach." In An Invariant-Based Approach to Second Language Acquisition, 76–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8220-5.ch004.
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The invariant approach is likely to challenge the discreteness and one-sidedness of certain conventional language learning schemes by claiming at the integrity of verbal thought and speech. The idea of reconciliation of mental speech generating processes and actual communication is implemented by the binary predication unit used as the instruction shaper. The generation of a minimal binary predication unit might transpire in different modes of thought-speech activity and at different levels of language awareness attained by the learner. The binary unit potential is reached and realized in the invariant method of language learning which has been claimed as a derivative of the invariant approach. The binary unit constant produces the notional medium for the principles of the invariant method to be carried through. They are the principles of generalization, individualization, differentiation, cognition, and structural unity. As the invariant approach prioritizes the study outcome at the level of fundamental expertise, its advantages allow for the formation of solid grounds for both didactic and research purposes. Further investigation implies expanding across other sciences research methodologies on the interdisciplinary basis. The main issues considered include the background of the invariant-based approach to language interpretation and language learning, distinctive features and parameters, argument-taking predicates as curriculum shapers, and prospective correlations in other sciences and adjoining disciplines.
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Stamatopoulou, Ioanna, Maria Fasli, and Petros Kefalas. "Introducing AI and IA into a Non Computer Science Graduate Programme." In Machine Learning, 1525–37. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-818-7.ch601.
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As part of designing a new Master’s programme entitled Technology, Innovation and Entrepreneurship there was an apparent need to include a unit involving the use of innovative technologies for the development of innovative products and services. The authors aim was therefore to introduce students to Artificial Intelligence and Intelligent Agents using, however, different from “mainstream” practices since the programme is addressed to students from varying, not necessarily Computer Science related, backgrounds. In this work they report their approach and experience from the entire process -from designing the unit, taking into consideration some inherent restrictions such as coordination of teachers and short duration of the course, to delivering it to a diverse audience that requires different didactic methods to be employed. Their primary aim is to disseminate their ideas and report good practice to fellow educators that may face similar situations or wish to employ any of our techniques.
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Stamatopoulou, Ioanna, Maria Fasli, and Petros Kefalas. "Introducing AI and IA into a Non Computer Science Graduate Programme." In Multi-Agent Systems for Education and Interactive Entertainment, 89–100. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-080-8.ch005.
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As part of designing a new Master’s programme entitled Technology, Innovation and Entrepreneurship there was an apparent need to include a unit involving the use of innovative technologies for the development of innovative products and services. The authors aim was therefore to introduce students to Artificial Intelligence and Intelligent Agents using, however, different from “mainstream” practices since the programme is addressed to students from varying, not necessarily Computer Science related, backgrounds. In this work they report their approach and experience from the entire process -from designing the unit, taking into consideration some inherent restrictions such as coordination of teachers and short duration of the course, to delivering it to a diverse audience that requires different didactic methods to be employed. Their primary aim is to disseminate their ideas and report good practice to fellow educators that may face similar situations or wish to employ any of our techniques.
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Nikitina, A. V. "TEXT AS A LINGUISTIC DIDACTIC UNIT IN THE PROFESSIONAL TRAINING OF A LANGUAGE AND LITERATURE TEACHER." In ACTUAL PROBLEMS OF PHILOLOGICAL SCIENCES AND METHODS OF TEACHING, 116–33. Liha-Pres, 2021. http://dx.doi.org/10.36059/978-966-397-234-3-7.
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Iliazova, Mariam. "Formation of Invariants of Research Competence of Students." In Advances in Educational Technologies and Instructional Design, 342–62. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch018.
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Professional competence is based on the invariant, which is a systemic and structural education that contains five interrelated components: axiological, motivational, individual-psychological, instrumental, conative. There is no universally accepted notion of “competence” and “competency”. There is no scientifically grounded definition of e invariant structure of competence of the subject of professional activity. The question remains of a productive pedagogical model containing a system of didactic conditions and modern pedagogical technologies that are adequate for the purpose of forming invariants of research competence of student. The basis for the development of such a model was the theory of contextual education by A. A. Verbitskiy. The basic unit of content here is the learning situation, which is a problematic nature. The system of such situations may be based on a situational and contextual approach to the formation of invariants of the research competency of student.
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Rocha, Daiana Garibaldi da, and Adriana Cardoso. "Learning Objects in Hybrid Teaching Potential and Challenges for Their Use in the Context of Brazilian Education." In Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning, 282–309. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4769-4.ch012.
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In the context of distance education, one aspect materialized by educational technology is through the use of learning objects (LO). These elements can be defined as educational digital resources that favor students' interaction with many languages and different media. This chapter aims to present two scenarios. The first one involves a case study about the production of didactic content. This study will focus on teaching and will consist of showing the rationale behind the content production method used by the company and the methodology used in the construction of learning objects in the context of a learning unit. The second scenario will consist of students' views by means of a survey conducted with more than 4 thousand students from higher education institutions (HEIs) from different regions of Brazil who consume the content and make use of the learning objects. The reflections point to the pedagogical potential of learning objects but also to concerns in view of great challenges posed by hybrid teaching within the Brazilian scenario.
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"Patterns and Metapatterns in the Elementary Didactic Units." In Advances in Educational Technologies and Instructional Design, 175–201. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8300-6.ch009.
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The effectiveness of digital textbooks' content depends on how the brain processes, stores and recovers data (metadata), information and knowledge. This is the way to find an understanding of actions in hidden electrochemical signals, as well as the body energy and quantum relationships. It was expected that data are “synthesized” by each student on the base on hermeneutic dialogue assure the best brain structures, and, as a result, adaptation and accommodation in diversity of environments. This chapter reviews issues, contradictions and problems surrounding metasystems learning design of the elementary didactic units. The author argues that it is possible to maintain the potential of the learner (intellect, emotion and energy) with a self-regulated mechanism and, hence, facilitate cognition and metacognition. Future research directions and conclusion are provided at the end of the chapter.
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Shvardak, Marianna. "MODELS OF FUTURE MANAGERS PREPARATION TO THE APPLICATION OF PEDAGOGICAL MANAGEMENT TECHNOLOGIES." In Integration of traditional and innovation processes of development of modern science. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-021-6-8.
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Subject of research: the system of preparation of future managers for the application of pedagogical management technologies. The survey used online survey, scaling and ranking methods. The purpose of the study: to outline the structural and functional model of the system of training future heads of general secondary education institutions to use the technologies of pedagogical management. the struc-tural-functional model of the system of preparation of future managers for the appli-cation of pedagogical management technologies is presented, the main structural blocks and the nature of their interaction are outlined. It was found that the target block of the presented model is system-forming, as it reflects the purpose and leading tasks of the system of training future managers, which serve as a basis for determining the content, organizational forms, methods and means of forming readiness to apply pedagogical management technologies. The methodological block, in turn, reveals a system of eponymous approaches and principles (general didactic and specific), which became the scientific basis for defining and implementing pedagogical conditions, structuring the content of the system of training future leaders to use pedagogical management technologies, optimal choice of forms, methods and teaching aids. activities. The content block is determined by the educational program, curricula, programs, textbooks, manuals, modern scientific concepts and methodological developments in pedagogical technologies, which are essential for the formation of the ability of future leaders to apply pedagogical management technologies. The procedural block is characterized by the integrity and systematization of the educational process in terms of master's degree, ensuring the participation of the applicant in all activities. Implemented through the use of training and diagnostic technologies in the training system. The control unit reproduces the achievement of the goal, ie the end result of the process of preparing the future leader for the application of pedagogical management technologies - the formation of this readiness. The proposed model corresponds to the identified trends in the coordination of changes in professional activities and the content of vocational education on the example of training future managers to use technologies of pedagogical management. The presented model can be considered as a basis of original strategy of professional education in the conditions of a magistracy, but at the same time, efficiency of its application needs to be checked in an experimental part of research for the further comprehension and adjustment.
Conference papers on the topic "Didactic unit"
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Torres Barreto, Martha Liliana, Julieth Katherin Acosta Medina, and Maira Camila Paba Medina. "DIDACTIC- Gamificación e inteligencia artificial como apoyo a los programas educativos virtuales." In INNODOCT 2020. Valencia: Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11840.
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El abandono de los programas académicos es uno de los principales problemas para la educación superior, principalmente en la modalidad virtual. Por ejemplo, para Colombia la tasa de abandono en programas educativos virtuales es del 60%. Esto se debe, principalmente, a características propias de esta modalidad como la soledad, falta de dinamismo en los cursos y deficiente conexión docente - estudiante. Para contrarrestarlo, se hace necesario aplicar estrategias innovadoras que aumenten la motivación de los estudiantes y mejoren los procesos educativos. En este contexto surge el proyecto DIDACTIC que consta de una herramienta didáctica motivacional basada en gamificación y una plataforma de contactabilidad, las cuales se incorporan en los sistemas de gestión de aprendizaje de los programas virtuales. En este artículo se presentan las fases de diseño, desarrollo y validación de DIDACTIC. Por una parte, la herramienta didáctica, la cual se materializa a través de plataforma de desarrollo Unity, busca aprovechar los beneficios de la gamificación para incrementar el engagement y la motivación de los estudiantes, apoyando los procesos de enseñanza y aprendizaje de habilidades transversales como las competencias ciudadanas. Por otro lado, la plataforma de contactabilidad busca predecir la deserción estudiantil a través de modelos machine learning y mediante configuración de inteligencia artificial establecer contacto con los estudiantes por medio de correo electrónico, llamadas o diferentes redes sociales como WhatsApp o Facebook, en momentos precisos, para brindar diferentes actividades de refuerzo o acompañamiento y así evitar su posible deserción. Con este proyecto se pretende utilizar las nuevas tecnologías para crear experiencias de aprendizaje personalizadas y eficientes.
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Iskandarova, Diloro, and Mahina Imomzoda. "Phraseological Units that Represent Concept of "Oila" in Tajik Language." In Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanities and Social Sciences" (TPHD 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/tphd-18.2019.33.
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Feldhammer-Kahr, Martina, Stefan Dreisiebner, Martin Arendasy, and Manuela Paechter. "ONE MONTH BEFORE THE PANDEMIC: STUDENTS’ PREFERENCES FOR FLEXIBLE LEARNING AND WHAT WE CAN LEARN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact039.
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"Flexible learning has been associated with e-learning, even before the COVID-19 pandemic. Flexible learning gives the students large degrees of freedom to learn what, when, how and where they want. The aim of this study was to evaluate students’ preferences in e-learning and traditional classroom teaching, and was conducted from October 2019 to January 2020. Students from four courses were assigned randomly to two groups, an online and a classroom group. The study included two phases: three lectures by the lecturer (podcasts vs. classroom) and seven classroom units with student presentations and discussions. Performance and different personal characteristics and attitudes of 93 students were examined. Knowledge on the course topic was measured before the first lecture took place (t1), after the three lectures (t2) and after the following seven units (t3). Statistical analyses found no performance differences between the two groups (online/classroom); this held true for all three points in time. All students appreciated the opportunity of an intermediate exam at t2 (a change in comparison to former courses on the topic). Qualitative data showed that students felt a need for interaction with their colleagues and the lecturer, which they decided could be better fulfilled in the classroom, whereas the flexible learning setting had advantages for the exam preparation (e.g. repeating listening to the podcasts, taking breaks and learning tempo). Students’ arguments fit well to previous literature. Altogether, the study gives valuable insights into the didactic design of flexible learning."
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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.
Full textAbstract:
This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Талина, Г. В. "Historical Comparative Studies as Method of Investigating of Political History Problems (on the Example of Medieval and New History)." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.63.83.002.
Full textAbstract:
статья посвящена применению метода сравнительного анализа при преподавании двух базовых модулей дисциплины «Истории» для студентов неисторических направлений подготовки – истории России и всеобщей истории. Политические процессы, характерные для мира, и в первую очередь, для стран Европы, сопоставимы с процессами, происходившими в России, и являются перспективным объектом анализа. Политогенез, раннефеодальные монархии, сословно-представительные монархии, абсолютные монархии, монархии в условиях просвещенного абсолютизма, конституционные монархии, революции, республиканские государства и др. – дидактические единицы, в равной степени значимые для понимания эволюции своего и иных государств, ключ к анализу общего и особенного в развитии разных стран мира. the article is devoted to using of comparative analysis method in teaching two basic modules of the subject “History” for the students of non-history training directions – History of Russia and World History. Political processes typical for the world and firstly for the European countries can be compared with ones that took place in Russia and are promising objects for the analysis. Political genesis, early feudal monarchies, estate-representative monarchies, absolute monarchies, monarchies of enlightened absolutism, constitutional monarchies, revolutions, republic states an etc. are didactical units equally important for understanding of evolution in native country and other states, clue to the analysis of common and special in the development of different countries in the world.