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Journal articles on the topic 'Didactic unit'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

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>
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Killner, Mariana, and Neiva Maria Jung. "Letramento acadêmico em contexto de ensino de português como PLE/PLA: uma análise da unidade didática Artigo Acadêmico." BELT - Brazilian English Language Teaching Journal 10, no. 1 (August 1, 2019): 33235. http://dx.doi.org/10.15448/2178-3640.2019.1.33235.

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In Brazilian universities, some policies resulting from globalization processes, among them the internationalization of Higher Education, have resulted in other public policies on the implementation of these policies. Although there is a worldwide academic policy that favors the monopoly of English, according to Hamel (2013), foreign students in Brazilian universities face the challenges of the Brazilian academic literacy. Thus, in order to contribute to these policies, especially the internationalization of universities, Killner and Furtoso (2016) developed material for foreign postgraduate students. This material constitutes a Didactic Manual for the teaching of PFL in academic context and is composed of four Didactic Units (Summary, Review, Oral Presentation and Academic Article). In this context, we aim to develop understandings about the didactic unit referring to the genre academic article. We understand that there are literacies related to social, cultural and ideological contexts, rather than a single, neutral literacy (Street, 1984, 1993, 2014; Street; Lefstein, 2007).
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Styła, Sebastian. "Computer didactic model of the electronic control unit of compression ignition engine." AUTOBUSY – Technika, Eksploatacja, Systemy Transportowe 19, no. 12 (December 31, 2018): 662–66. http://dx.doi.org/10.24136/atest.2018.474.

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The article presented a computer model of the control unit of compression ignition engine developed and used as a didactic stand. It reflects the operating algorithms of the CI engine and gives the possibility of observation as well as determining the basic parameters and relationships occurring in the electronic control system EDC. In addition, the transparent structure of the model allows for easy introduction of changes in control parameters and modification of individual maps. The model was developed using the LabView graphic environment.
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Kang, Jeong Gi, Sang Tae Jeong, and Eun Hwan Roh. "Didactic Transposition about Unit Usage to Help Recognize Meaning of Calculation Results." Education of Primary School Mathematics 17, no. 3 (December 31, 2014): 231–51. http://dx.doi.org/10.7468/jksmec.2014.17.3.231.

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Makovec-Radovan, Danijela, and Marko Radovan. "Facilitating students’ motivation and learning through competence-based didactic units." Zbornik Instituta za pedagoska istrazivanja 47, no. 2 (2015): 249–68. http://dx.doi.org/10.2298/zipi1502249m.

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The purpose of the present study was to examine the influence of the ?Competence-based didactic units? in vocational education on students? motivation and self-regulated learning. The sample consisted of 115 males and 133 females (n=250) who were attending secondary vocational or technical schools in Slovenia. The students were included in an experimental project that introduced a ?competence- based didactic unit? (CBDU) in vocational schools? curricula. In our study, the introduction of the CBDU was used to measure changes in the motivational, cognitive, and metacognitive aspects of self-regulated learning and to examine how they were subsequently related to other students characteristists, such as gender, school performance and time spent on school work. The results show the importance of CBDUs, on the one hand, on motivational factors such as intrinsic goal orientation, task value, and self-efficacy, and, on the other hand, differences in gender and grade level. The findings are discussed in terms of how teaching strategies in vocational education can contribute to the development of individuals? motivation.
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García Blay, Mª Gloria and Ernesto Micó Escrivá, Tomás. "The Second Generation of Gods: How to Deal with a CLIL Didactic Unit." Studies in Educational Management, no. 1 (April 10, 2019): 8–25. http://dx.doi.org/10.32038/sem.2019.01.02.

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Piza, Valentín, José Aparicio, Columba Rodríguez, Rigoberto Marín, Juana Beltrán, and Ramón Bedolla. "Sustainability in Higher Education: A Didactic Strategy for Environmental Mainstreaming." Sustainability 10, no. 12 (December 3, 2018): 4556. http://dx.doi.org/10.3390/su10124556.

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Institutions of higher education play a fundamental role in the effort to reach sustainability; there are different ways to achieve it. The objective of this work carried out in 2017 was to design, implement and evaluate a course-workshop that will provide teachers of the Bachelor’s Degree in Accounting and Administration at the Autonomous University of Guerrero (UAGro) tools to incorporate the environmental axis into their learning unit programs, in the context of environmental education. It was a study with a qualitative and transversal approach, based on constructivism and transversality. It was structured with its foundation in institutional documents. The design and selection of the themes was carried out in conjunction with a team of experts. Twenty-four teachers participated. The initial and final evaluation was carried out through guiding questions and surveys; the initial result showed an economistic vision of the environment, as well as ignorance about strategies to incorporate the environment as one of the dimensions of sustainability; this contrasts with the final evaluation, in which knowledge and willingness to incorporate the environment into their respective learning unit programs was observed, as well as satisfaction with the course-workshop that had developed. It is concluded that it is necessary to strengthen the processes of teacher training and give continuity to them for the incorporation of the environment as a contribution to sustainability.
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Skubic-Ermenc, Klara, Jasna Mazgon, and Damijan Stefanc. "The competence-based didactic approach in initial vocational education." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 509–26. http://dx.doi.org/10.2298/zipi1402509s.

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This article examines a didactic and curricular model that was developed to support the implementation of a competence-based approach, today prevailing in the European (initial) vocational education and training (VET). It starts by presenting contemporary developments in the Slovenian VET, and then continues with a study of some of the underlying pedagogical concepts influencing the contemporary educational practice. The concept of competence, as it relates to the Slovenian VET, is discussed, and the new didactic model is presented in terms of its conceptualisation, realisation and evaluation. The model is built around the concepts of the competence- based didactic unit, and has been produced to help teachers support students in developing the ability to integrate knowledge, skills and attitudes, so that they are able to solve complex and unpredictable professional tasks and challenges. The article concludes with a discussion on the methodological limitations of the evaluation, and its transferability to other contexts.
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Ульянова and I. Ulyanova. "The Core of the Activity Concept of Extend Didactic Unit (EDU) Technology in Teaching Geometry." Socio-Humanitarian Research and Technology 6, no. 1 (March 28, 2017): 71–76. http://dx.doi.org/10.12737/24986.

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The core of the concept allows to characterize the specifics of any pedagogical concept and to enable the theoretical and logical inference of its key provisions. It is formed by the basic laws and principles of the concept as a system of scientific knowledge. The activity concept of the technology of extend didactic units (EDU) is based on the idea of an action enlargement, as a fundamental strategic component. Then one of the components of the core of the activity concept EDU, explaining the regularities of its functioning, is the system of an action enlargement as didactic units. The given paper is reveals the gradual construction of a final (noncomputer) model of system of this enlargement using the phased construction of the auxiliary models: informational and symbolic. Also the mechanism of an action enlargement based on this model is described. Thus the essence of the model and the mechanism of an enlargement are showed on the subject material of the school course of geometry.
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Bernátová, Renáta, Jaroslav Džmura, Jaroslav Petráš, Milan Bernát, Ľubomír Žáčok, and Jan Pavlovkin. "Creation of Didactic Tests for Teaching of the Thematic Unit – Basics of Electrical Power Engineering." International Review of Electrical Engineering (IREE) 13, no. 4 (August 31, 2018): 325. http://dx.doi.org/10.15866/iree.v13i4.14490.

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Beatriz, Bonaga, Taravilla Elena Ruiz-Escribano, Carrilero-López Carmen, Castillo-Lag María Dolores, Boehm Leanne M, Mira Ángela Prado, Piqueras Diaz María Joaquina, and Ely E Wesley. "An educational strategy for the implementation of a delirium assessment tool." Journal of Clinical Intensive Care and Medicine 6, no. 1 (August 10, 2021): 015–20. http://dx.doi.org/10.29328/journal.jcicm.1001035.

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Background: Delirium is an acute syndrome of organ dysfunction with long-term consequences which commonly occurs in the Intensive Care Unit (ICU). The incidence of delirium ranges from 30% - 50% in low severity ICU patients and up to 80% in mechanically ventilated patients. This condition is frequently under-recognized and daily routine screening is a key strategy to early intervention. The Confusion Assessment Method for the Intensive Care Unit (CAM-ICU) and the Intensive Care Delirium Screening Checklist (ICDSC) are the most recommended assessment tools for detecting delirium in the critical ill patient. Objective: The main objective of this study is to educate ICU staff about delirium. In addition, nurses were trained to use the CAM-ICU as a standard screening tool. The intervention was evaluated through a survey aimed at ICU staff. Methods: An educational intervention was started in 2014 in our ICU. An educational package for ICU staff consisted of a didactic brochure and explanatory videos. One-on-one teaching, case based scenarios and didactic teaching were strategies used in the implementation process. The entire intervention was evaluated by means of a survey directed to the professionals. Results: The structure of the didactic brochure was simple in order to have an easy understanding of the CAM-ICU tool. We also created 10-minute videos. According to the results of the satisfaction survey (N=62), disorganized thinking was the most difficult feature of CAM-ICU to interpret. When in doubt, consultation between co-workers was the primary resource selected by unit staff. Conclusion: This initiative achieved the objective of training health care professionals in the application of the CAM-ICU tool with a good level of satisfaction from them. Therefore, ICU staff consider delirium management in the broader picture of critically ill patient care as a major activity of daily practice.
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Cajo, Diego Patricio Hidalgo, Víctor Manuel Oquendo Coronado, Byron Geovanny Hidalgo Cajo, Iván Mesías Hidalgo Cajo, Byron Fernando Castillo Parra, and Mercedes Gabriela Montenegro Chanalata. "Incidencia del Software Educativo en el proceso de enseñanza-aprendizaje de la Matemática." European Scientific Journal, ESJ 14, no. 30 (October 31, 2018): 72. http://dx.doi.org/10.19044/esj.2018.v14n30p72.

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The teaching-learning process of Mathematics is complex due to its level of abstraction, making it a challenge for the strategies and didactic resources used by teachers, since the goal is to achieve an adequate academic level in the students, for this it results evident the use of technology since nowadays they play a leading role in society, for that reason the research had as intent the improvement of the learning of the rational numbers of the students of the Educational Unit "Benito Juárez", through the technological resource didactic based on the application of a Mathematical Software. The design of the research is quasi-experimental, correlational-explanatory, the "t" test for independent samples was used to contrast the hypothesis. For data collection, the survey and a test were used that were validated to ensure reliability, the data were analyzed using descriptive statistics. The important results were: (a) better academic performance of the sayers of the experimental group as opposed to the group that did not use it, (b) acceptance and motivation by the didactic resource (c) put into practice their cognitive and motor skills. Therefore, the research provided evidence to use the Mathematical Software as a suitable didactic technological resource for a meaningful learning of Mathematics.
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Szafernakier-Świrko, Anna. "Pozajęzykowe komponenty jednostki dydaktycznej." Studia Rossica Posnaniensia, no. 42 (June 19, 2018): 329–34. http://dx.doi.org/10.14746/strp.2017.42.29.

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In the article the author presents the non-linguistic elements of a didactic unit and demonstrates their important role in designing effective language classes. According to the author, non-linguistic elements include: the teacher’s personality, paralinguistic messages conveyed by the teacher and non-linguistic tools used by the teacher (games, realia and topic related slides).
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Amade-Escot, Chantal, and Nabila Bennour. "Productive disciplinary engagement within didactical transactions." European Physical Education Review 23, no. 3 (April 13, 2016): 279–96. http://dx.doi.org/10.1177/1356336x16633072.

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This paper relates to students’ productive disciplinary engagement (PDE) within the teaching of gymnastics in Tunisia. Students’ engagement is investigated from the pragmatist and social-interactionist perspective of the didactic joint action framework in conjunction with productive disciplinary engagement. Data were collected through ethnographic observations using video recordings and teacher interviews during a 12th grade gymnastics unit conducted by a female teacher in a senior high school. Analyses of students’ actions were carried out during significant episodes when they worked without the direct presence of the teacher. The study draws attention to how breaches of the didactic contract initiated by students promote knowledge content development and how students contribute to the situated didactic process. The analyses of students’ contrasted cases (two high-skilled, two low-skilled students) highlight how students actively participate in shaping their learning. The discussion points out some generic patterns that keep students engaged in a PDE. The paper is concluded with a consideration of the utility of the two theoretical frameworks for understanding student learning in physical education lessons.
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Miller, David C., Amy M. Sullivan, Morgan Soffler, Brett Armstrong, Asha Anandaiah, Laura Rock, Jakob I. McSparron, Richard M. Schwartzstein, and Margaret M. Hayes. "Teaching Residents How to Talk About Death and Dying: A Mixed-Methods Analysis of Barriers and Randomized Educational Intervention." American Journal of Hospice and Palliative Medicine® 35, no. 9 (April 11, 2018): 1221–26. http://dx.doi.org/10.1177/1049909118769674.

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Objectives: We present a pilot study exploring the effects of a brief, 30-minute educational intervention targeting resident communication surrounding dying in the intensive care unit (ICU). We sought to determine whether simulation or didactic educational interventions improved resident-reported comfort, preparation, and skill acquisition. We also sought to identify resident barriers to using the word “dying.” Methods: In this mixed-methods prospective study, second- and third-year medical residents were randomized to participate in a simulation-based communication training or a didactic session. Residents completed a pre–post survey after the sessions evaluating the sessions and reflecting on their use of the word “dying” in family meetings. Results: Forty-five residents participated in the study. Residents reported increases in comfort (Mean [M]-pre = 3.3 [standard deviation: 0.6], M-post = 3.7 [0.7]; P < .01, Cohen d = 0.75) and preparation (M-pre = 3.4 [0.7], M-post = 3.9 [0.6]; P < .01, d = 1.07) using the word “dying” after both the simulation and didactic versions. Residents randomized to the simulation reported they were more likely to have learned new skills as compared to residents in the didactic (M-simulation = 2.2 [0.4], M-didactic = 1.9 [0.3]; P = .015, d = 0.80). They estimated that they used the word “dying” in 50% of their end-of-life (EOL) conversations and identified uncertain prognosis as the main barrier to explicitly stating the word “dying.” Conclusion: A 30-minute educational intervention improves internal medicine residents’ self-reported comfort and preparation in talking about death and dying in the ICU. Residents in simulation-based training were more likely to report they learned new skills as compared to the didactic session. Residents report multiple barriers to using the word “dying” EOL conversations.
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Dale, Sanda, C. R. Costea, and S. Zsolt. "Functionality Extension for A D.C. Motor Speed Control Didactic System with PID Controller." Scientific Bulletin of Electrical Engineering Faculty 18, no. 2 (October 1, 2018): 59–62. http://dx.doi.org/10.1515/sbeef-2017-0036.

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AbstractThe paper describes some functionality extensions for a D.C. motor speed control system with PID controller used as a didactic unit. The extensions are made in two directions: one at a physical-hardware level and the other one at software development of numerical algorithms and graphical interface. Both developments have the aim to extend and to get a more flexible paradigm for the control algorithms study on both continuous and discrete approach and to add the possibility to compare different control solutions.
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Martínez-Abellán, Alberto. "Propuesta de unidad didáctica de lucha olímpica: Luchas del Mundo." Revista de Artes Marciales Asiáticas 13, no. 2s (July 12, 2018): 13. http://dx.doi.org/10.18002/rama.v13i2s.5498.

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<p>Wrestling is a natural human activity and it is represented in a large number of countries and cultures. In secondary education, combat sports can help students develop relevant skills and attitudes. Wrestling exercises develop motor, perceptual and affective capacities, since wrestling is a close contact sport. The objective of this work was to design a bilingual teaching unit aimed at the secondary education, where wrestling exercises are used to achieve educational purposes related to learning Olympic Wrestling and fostering situations of communication in English. The didactic unit, called <em>Luchas del Mundo / World Wrestling</em>, will have a recreational and integrative character, and will allow students to relate and communicate with their peers in English during the practical sessions. The didactic unit consists of six sessions, making a journey through different continents and wrestling styles, and finishing with the Olympic wrestling styles. All sessions will follow a similar scheme, starting with a general and specific warm up; following with the main part, in which representative wrestling exercises will be practiced (grips, holds, unbalancing, etc.); and finishing with a cool down, stretches and conclusions. In summary, this proposal follows the contents worked in primary education physical education and tries to promote the practice of Olympic Wrestling in secondary education.</p>
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Леміш, Наталія Євгенівна, Ольга Миколаївна Алексєєва, Світлана Павлівна Денисова, Світлана Анатоліївна Матвєєва, and Алла Анатоліївна Зернецька. "LINGUISTIC CORPORA TECHNOLOGY AS A DIDACTIC TOOL IN TRAINING FUTURE TRANSLATORS." Information Technologies and Learning Tools 79, no. 5 (October 28, 2020): 242–59. http://dx.doi.org/10.33407/itlt.v79i5.3626.

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The anthropocosmic vector of modern Pedagogy and Linguistics requires development of such tools for future translators that enable as quick as possible processing of huge amounts of information with production of automatically determined frequencies, on the one hand. On the other hand, it demands minimization of the subjective influence of an individual researcher on the received results, giving a chance for detecting and analysing linguistic phenomena unnoticed earlier. Linguistic corpora are a state-of-the-art technology that can solve the outlined problem perfectly, for it opens a broad variety of practical and theoretical research options, and at the same time it is a didactic tool fulfilling purely didactic, cognitive, informative, formative, and testing / checking functions. Therefore, the use of linguistic corpora technology can be considered from two perspectives – learning to use corpora to translate and learning to translate using corpora. Corpora technology employment can enhance both objectivity and reliability of the results researchers obtain when processing language data, too. The application of corpus approach by translators-to-be gives an opportunity to study any language units in different speech genres in different types of discourse, as well as in various contexts in the corpus, without being hindered by the specificity of the studied linguistic unit. Translation students can search for discrete lexical / grammatical units, based on concordances, showing their functioning in different styles and areas of use. Moreover, parallel corpora provide ready solutions for the choice of translation models in certain conditions. The purpose of this article, stipulated by the relevance of the set problem, as well as the lack of ready parallel corpora in Ukraine, covers development of special methodological procedures and exercises for future translators aimed at their mastering of corpus technology as a didactic tool. The paper also describes several technological solutions (Multiconcord, BNC, parallel corpus), which provide the possibilities of such a corpus approach in practice for teaching-learning translators-to-be. In conclusions it is stressed that mastering such linguistic corpora technology at the university is very important for future translators, with a corpus being a useful and convenient didactic tool in their professional area. The prospects for further research can be seen in the development of a set of exercises consolidating future translators’ abilities to successfully process different corpora data.
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Vélez Ruiz, Mayra Carolina, and Jardel Coutinho dos Santos. "Memes and Entomology: A didactic sequence through Ecuadorian students' perspective." Research, Society and Development 10, no. 5 (April 25, 2021): e29210515228. http://dx.doi.org/10.33448/rsd-v10i5.15228.

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This study aims at presenting memes as a teaching technique and the students' perspectives on the use of memes in education. Two groups of 35 and 31 students, ranged from 18 to 33 years old, enrolled in the entomology classes in a public university in Ecuador, participated in this project. The didactic sequence was put into practice from November 2020 to March 2021, and it was based on Marcuschi (2008). Students were asked to create a meme related to each unit of the course. To collect the data, one online questionnaire was used to get to know the participants' perspectives at the end of the semester. The results showed that the participants saw the use of memes as an untraditional type of class with positive outcomes. Also, they saw memes as a fun tool for educational purposes. So, we consider memes an essential and powerful tool for education because they permit interactivity among students, raise curiosity, foster motivation, nurture critical thinking, and help students remember the previously learned content. Considering the positive outcome of this research, we believe this study is addressed for professors of higher education in the area of Entomology who seek new methodologies to be used in class.
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Al-Shammari, Dr Mowaffaq H. Mansi. "The need for the presence, absence or alternation of the null subject in the Spanish language." Al-Adab Journal 1, no. 136 (March 15, 2021): 1–12. http://dx.doi.org/10.31973/aj.v1i136.1182.

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In this study we develop a didactic unit, in which we try to determine the cases in which the presence, absence and alternation of the null subject in the Spanish language will be necessary, the purpose of the work will be to support the task of the teacher and the student in the process of teaching Spanish as a second language or as a foreign language.
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Sevil Serrano, Javier, José Antonio Julián Clemente, Alberto Abarca-Sos, Alberto Aibar Solana, and Luis García-González. "Efecto de una intervención docente para la mejora de variables motivacionales situacionales en Educación Física (An educational intervention for improving situational motivational variables in Physical Education)." Retos, no. 26 (March 6, 2016): 108–13. http://dx.doi.org/10.47197/retos.v0i26.34410.

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El presente estudio pretende evaluar el desarrollo de una intervención docente en una unidad didáctica y comprobar su efecto sobre diferentes variables motivacionales a nivel situacional, a partir de las premisas de la teoría de las metas de logro (Nicholls, 1989) y de la teoría de la autodeterminación (Ryan & Deci, 2002). Se realizó un estudio cuasi-experimental a lo largo de una secuencia de tres unidades didácticas integradas en la programación didáctica anual del profesor de EF. En la unidad experimental de salto con combas se aplicaron una serie de estrategias vinculadas a las áreas TARGET (Ames, 1992) y en las dos unidades control no hubo ningún tipo de manipulación en la intervención. En el estudio participaron un total de 92 alumnos de 1º de Educación Secundaria Obligatoria, con edades comprendidas entre los 11 y 14 años. Los instrumentos utilizados midieron al final de las tres unidades didácticas distintas variables situacionales: el clima motivacional, las necesidades psicológicas básicas, la motivación autodeterminada y la diversión. Los resultados mostraron en la unidad didáctica experimental, respecto a las unidades control, una mayor percepción del clima tarea, una mayor satisfacción de las necesidades psicológicas básicas, una mayor motivación autodeterminada y una mayor diversión en el alumnado. Por tanto, la eficacia de esta intervención refleja la importancia de implementar estrategias relativas a las áreas TARGET en las clases de Educación Física para generar un clima tarea, influyendo de esta forma en la motivación y diversión de los alumnos. Palabras clave: intervención docente; motivación del alumnado; necesidades psicológicas básicas; diversión; educación física; áreas TARGET.Abstract: This study aims to evaluate the development of a teacher intervention in a didactic unit and to check their effect on different motivational situational variables, based on the achievement goal theory (Nicholls, 1989) and the self-determination theory (Ryan & Deci, 2002). We proposed a quasi-experimental study during a sequence of three didactic units which belong to the physical education program. A series of strategies connected with TARGET areas were applied in the experimental jumping rope unit and there wasn´t any kind of manipulation in the intervention in the two control units. In this study, 92 Physical Education 1st year compulsory secondary education students, aged between 11 and 14 years, were involved. The instruments measured different situational variables at the end of the three didactic units: motivational climate, basic psychological needs, self-determined motivation and enjoyment. The results in the experimental unit, respect to control units, showed greater task climate, greater satisfaction of basic psychological needs, greater self-determined forms of motivation as well as greater enjoyment of the students. Therefore, the effectiveness of this intervention reflects the importance of the implementation of strategies related to TARGET areas in the physical education lessons to improve the task climate, so it influences student motivation and enjoyment of the students. Key words:teacher intervention; student motivation; basic psychological needs; enjoyment; physical education; TARGET areas.
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Sabri, Nessrine, Ning-Zi Sun, Beth-Ann Cummings, and Dev Jayaraman. "The Perceived Effect of Duty Hour Restrictions on Learning Opportunities in the Intensive Care Unit." Journal of Graduate Medical Education 7, no. 1 (March 1, 2015): 48–52. http://dx.doi.org/10.4300/jgme-d-14-00180.1.

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Abstract Background Many countries have reduced resident duty hours in an effort to promote patient safety and enhance resident quality of life. There are concerns that reducing duty hours may impact residents' learning opportunities. Objectives We (1) evaluated residents' perceptions of their current learning opportunities in a context of reduced duty hours, and (2) explored the perceived change in resident learning opportunities after call length was reduced from 24 continuous hours to 16 hours. Methods We conducted an anonymous, cross-sectional online survey of 240 first-, second-, and third-year residents rotating through 3 McGill University–affiliated intensive care units (ICUs) in Montreal, Quebec, Canada, between July 1, 2012, and June 30, 2013. The survey investigated residents' perceptions of learning opportunities in both the 24-hour and 16-hour systems. Results Of 240 residents, 168 (70%) completed the survey. Of these residents, 63 (38%) had been exposed to both 24-hour and 16-hour call schedules. The majority of respondents (83%) reported that didactic teaching sessions held by ICU staff physicians were useful. However, of the residents trained in both approaches to overnight call, 44% reported a reduction in learner attendance at didactic teaching sessions, 48% reported a reduction in attendance at midday hospital rounds, and 40% reported a perceived reduction in self-directed reading after the implementation of the new call schedule. Conclusions A substantial proportion of residents perceived a reduction in the attendance of instructor-directed and self-directed reading after the implementation of a 16-hour call schedule in the ICU.
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Kopp, ME, KA Schell, L. Laskowski-Jones, and PK Morelli. "Critical care nurse internships: in theory and practice." Critical Care Nurse 13, no. 4 (August 1, 1993): 115–18. http://dx.doi.org/10.4037/ccn1993.13.4.115.

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The CCNIP is a 6-month program that provides didactic instruction and supervised clinical experience to graduate nurses desiring critical care staff nurse positions. During rotations through four critical care units, interns are cross-trained to handle a variety of patient care scenarios. Upon completion of the program nurses are required to fulfill an 18-month service commitment to a critical care unit within the institution. During its 6 years of operation the CCNIP has promoted clinical competency and assisted in the recruitment and retention of staff nurses in critical care. Considering these outcomes, other critical care educators and administrators may want to consider implementing nurse internships as an alternative to traditional orientation programs.
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Sivalal, Sadasivan, H. David Banta, Ellen F. M. 't Hoen, and Jaudin Rusilawati. "A Training Course in Health Technology Assessment in Malaysia." International Journal of Technology Assessment in Health Care 14, no. 4 (1998): 809–17. http://dx.doi.org/10.1017/s0266462300012101.

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AbstractThis article describes a 1-week training course in health technology assessment (HTA) presented in Malaysia by the Ministry of Health in 1996. Malaysia established an HTA unit in the Ministry of Health in 1995 and a National Health Technology Assessment Program in 1996. The purpose of the course was to develop HTA knowledge and skills in Malaysia, since these are largely lacking. The course consisted of didactic sessions and group work. Didactic sessions covered the principles of HTA. Group work was for the purpose of developing practical skills, and was based on reports from HTA agencies, published articles, and candidates for assessment suggested by course participants. Course participants were a mix of physicians, nurses, hospital administrators, and Ministry of Health officials. Experiences in this course may be helpful to others who wish to organize training courses in developing countries.
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Lillo, Rosa E., and Marcel F. Neuts. "Two service units with interference in the access to servers." Journal of Applied Mathematics and Stochastic Analysis 12, no. 4 (January 1, 1999): 357–70. http://dx.doi.org/10.1155/s1048953399000313.

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We examine the service mechanism of two queueing models with two units in tandem. In the first model, customers who complete service in Unit 1 must wait in an intermediate buffer until the ongoing service in Unit II ends. In the second model, jobs can be pre-positioned in an intermediate buffer to await service in Unit II. Under the assumption of phase-type service times, the steady-state regime of the service system is studied in detail.The models are inspired by the gas pump model of A.B. Clarke and by phenomena observed in cafeteria lines and certain manufacturing systems. However, their primary interest may lie in the methodology of their exceptionally tractable analysis. We derive formulas for the throughput and other quantities by using the familiar PH-formalism. These formulas turn out to be unusually transparent and have probabilistic interpretations that do not depend on the PH assumptions. These interpretations therefore also hold for general service time distributions. The methodology is general and can be applied to other systems with interactions between servers. The models also present interesting algorithmic problems of didactic interest.
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MONTIJO-VALENZUELA, ELIEL EDUARDO, SAUL DANIEL DURAN-JIMENEZ, LUIS ALBERTO ALTAMIRANO-RÍOS, JOSÉ ISAEL PÉREZ-GÓMEZ, and OSCAR SALMÓN-AROCHI. "MANUFACTURE OF A DIE PROTOTYPE FOR DIDACTIC PURPOSES IN MECHATRONIC ENGINEERING." Revista de Investigación Académica Sin Frontera: División de Ciencias Económicas y Sociales, no. 33 (December 31, 2020): 1–40. http://dx.doi.org/10.46589/rdiasf.vi33.341.

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The objective of this research is to manufacture a prototype of a teaching die for the specialty of precision mechanical design in mechatronic engineering, in order to achieve the skills required in unit two, regarding dies. The methodology used consists of five stages: 1. Definition of the preliminary conditions. 2. Theoretical calculations for die design. 3. Design, modeling and assembly using computer-aided software (CAD) of the parts that make up the die. 4. Validation with simulation of finite element analysis (AEF). 5. Manufacture of parts and physical assembly of the die. A functional prototype was obtained with which the teacher and student can perform calculations, designs and CAD models, AEF analysis of the static and fatigue type, manufacture of rapid prototypes using 3D printing, the identification of the parts that make up a die and their functioning. The advantage of this prototype, compared to metal die-cutting machines, is its low cost of production and manufacturing, it does not require expensive and specialized machinery for manufacturing, specific designs can be made by the students and its subsequent manufacture within the laboratories of the Technological Institute of Hermosillo.
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Nobre, Ana, and Jasete Maria da Silva Pereira. "Didactic-Pedagogical Approaches in e-Learning: Teaching Authorship, Multireferential Methodology, and Gamification." Educación y Educadores 23, no. 1 (April 13, 2020): 31–46. http://dx.doi.org/10.5294/edu.2020.23.1.2.

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In this educational research study, we reflect on the possibilities of combining teaching authorship in e-learning, multireferentiality, and gamification from a didactic-pedagogical perspective. We intend to bring up some contributions of Jacques Ardoino’s multirreferential approach to understand social phenomena within the field of education, specifically focusing on some epistemological developments. We base our research on theorists who discuss these themes and, to reveal possible similarities, the first part of the text brings consolidated reflections on these authors. Besides, we highlight the common characteristics between the Multireferential Approach and Online Teaching Authorship/Virtual Environment. Then, we present the analysis of Didactic Categories (Theoretical Reflections) and data generated by the subjects that attended a curricular unit planned with amplificativo-oriented methodological strategies. We adopt a qualitative research approach using an online questionnaire, a technique that supported the content analysis of the participants’ contributions. It is concluded that the epistemological harmony of the triad shows signs of promoting the expansion of the student’s knowledge.
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García Franco, Alejandra, and Andoni Garritz Ruiz. "Development of a didactic unit: The study of chemical bond in the last years of secondary school." Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas 24, no. 1 (September 20, 2007): 111. http://dx.doi.org/10.5565/rev/ensciencias.3818.

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Boussif, Imad, and Estefanía Sánchez Auñón. "Cinema as a didactic tool in the secondary school foreign language classroom: French." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 35 (January 31, 2021): 129–47. http://dx.doi.org/10.30827/portalin.v0i35.15460.

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The seventh art forms an essential part of the students’ daily lives; additionally, it has been asserted that it is a highly advantageous didactic tool for high school foreign language learners. Thus, the purpose of this empirical study is twofold: to explore high school learners’ perception on the didactic exploitation of films in the French classroom, and to determine whether or not the cinema-based approach is as beneficial for high school French students as it seems. Accordingly, a cinema-based teaching unit was put into practice in two high school French classrooms and, afterwards, the thirty-five participants were asked to fill in a questionnaire in order to examine their views on this methodology and analyse its effects on their language learning process. The results obtained have revealed that high school French students have a very positive opinion on the cinema-based approach and that this method is motivating and helps learners to enhance their linguistic and sociocultural competences.
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Clapper, Timothy C., Kapil Rajwani, Elizabeth Mauer, Linda M. Gerber, Joanna Lee, Kevin Ching, Stephanie Miller, and Kirana Gudi. "A Brain-Based Instruction Simulation Approach to Improve Code Team Response in an Internal Medicine Unit." Simulation & Gaming 49, no. 5 (August 27, 2018): 479–96. http://dx.doi.org/10.1177/1046878118794992.

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Background and Objectives. The code team course is a 3-hour, interactive course that follows a 4-phase brain-based lesson plan for simulation. Interprofessional teams receive instruction and practice in evidence-based teamwork, communication, and individual skills. Methods. This quantitative research included a pre-test and post-test design in an urban Department of Medicine. Sixteen groups (n=109) participated in the course over a period of eight weeks. Classroom metrics included pre- and post-course High-Quality cardiopulmonary resuscitation (CPR) and code team didactic knowledge assessed by Wilcoxon rank-sum tests. In addition, four in-situ mock code simulations were conducted to provide the researchers with baseline and post-intervention data. Code team performance assessment scores were tallied and compared between baseline and post-intervention by Fisher’s Exact Test. Results. The classroom metrics produced significant results. High-Quality CPR scores were higher post-training than pre-training (median score 4 vs. 3, respectively; p=0.006). Didactic knowledge test scores were also significantly higher (median score 90 vs. 70, respectively; p <0.001). In-situ team performance improved in several areas. There was a significant improvement in the area of cardiac code management in the day shift group. The percent “done well” improved from 25% (5/20) to 100% (20/20) (p= <0.001). Conclusion. The results of this pilot study suggest that code team training using the 4-phase BBL plan for simulation is associated with improvements in interprofessional team knowledge and performance during cardiac emergencies. It is equally important that the training is conducted over a short period in order to ensure that all team members are properly prepared.
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Ворожейкин, С. Б., and А. Б. Бадмаева. "Единство процессов составления и решения задач на коэффициент растворимости." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, no. 4 (2021): 49–52. http://dx.doi.org/10.18411/lj-02-2021-127.

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One of the interrelated approaches to learning which are considered in the publication is the unity of tasks formulation and solution. Inverse tasks formulation and solution are simple and useful criteria of students’ creative thinking development – “it always leads a student to the new problems statement” (P.M.Erdniev). A consolidated didactic unit is consistent and holistic, stable to time conservation and quick emergence in memory. A CDU gets a special actuality in the conditions of Federal State Educational Standard introduction. Principles of Technology of Consolidation didactic units contribute to forming of universal training activities, key interdisciplinary competences, growth of educational and informative possibilities of students. The matrix circulation allows to model conditions and to determine an unknown question for inverse tasks (B.P.Erdniev). A number of inverse tasks mostly depends on a number of direct task physical parameters. As opposed to the conditions of the problem, common entry a lowercase entry inserted into a matrix is suggested. An essential requirement of inverse tasks solution is a task text formulation. A combination of direct and inverse tasks leads to consistency of chemistry knowledge. The main feature of consolidation assimilation unit is to create conditions for understanding of connections and junctions between among components of unified knowledge. For the state final examination in chemistry on general secondary education in 2022 a perspective Unified state examination model in chemistry is offered for social and professional discussion. Some changes both in the structure and in the content of the exam paper are offered. For example, an estimated task 24, part 1 of the exam paper, about solubility of salts, namely deposition of salt during cooling of the saturated solution at the set temperature. Information about solubility of salts at different temperatures is given in a table.
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Koryahin, Victor, Zinovy Mykytyuk, Oksana Blavt, Liubov Dolnikova, and Volodymyr Stadnyk. "Didactic Opportunities of Information-Communication Technologies in the Control of Physical Education." Teorìâ ta Metodika Fìzičnogo Vihovannâ 20, no. 2 (June 25, 2020): 102–8. http://dx.doi.org/10.17309/tmfv.2020.2.06.

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The study objective is to justify and implement information and communication technologies in the test control of the development level of the frequency of movements, as a manifestation of speed qualities in the process of physical education. Materials and Methods. To solve the research tasks, the study used the methods of comparing and contrasting, analysis, synthesis, abstraction, formalization and technical modeling. Results. An electronic device for the exercise controlling the movement frequency of the hands to evaluate speed qualities was developed for the research purpose. The device is designed on the basis of capacitive type proximity sensors. The signal received by the sensors is processed in the microcontroller unit during the test and transmitted to the personal computer via the communication interface. On a personal computer, using the developed software, they control the time of completion of the test task. Conclusions. The developed information and communication technologies based on electronic monitoring device embodies a new approach to addressing the challenge of improving the performance of speed control in physical education by ensuring that objective and reliable test data are obtained promptly.
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�������� and A. Glazunov. "School Natural-Science Education�s Pedagogic Potential." Standards and Monitoring in Education 2, no. 3 (June 17, 2014): 45–48. http://dx.doi.org/10.12737/5097.

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Upbringing possibilities of modern natural-science school courses realizing education standards constructed on a competence-based basis are proved in this paper. These standards� didactic opportunities providing their educational potential realization have been shown. Paper�s main emphasis has been placed on pupils� world outlook and also on their meta subject competences formation. It is proved that upbringing selection�s factual content that was valid in school education, can&#180;t solve education�s key problems. A number of new scientific directions which have to become a basic unit of naturalscience education have been specified. Connection of education quality and upbringing opportunities is proved, it is shown that education�s poor quality does a problem of pupils� scientific world outlook formation almost unreal. The need of didactic generalizations use, disclosures of a natural-science education�s experimental basis is justified in this paper. The main objective of upbringing potential realization has been formulated. Social risks related to low level of pupils� upbringing have been described.
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Karpova, I. V. "MODERN EDUCATIONAL APPROACHES IN THE TRAINING OF EXPERTS FOR MEDIA INDUSTRY." Education and Science without Limits: Fundamental and Applied Researches, no. 10 (November 25, 2019): 258–61. http://dx.doi.org/10.36683/2500-249x-2019-10-258-261.

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In the article the question of a new paradigm creating in training students on the course “Advertising and Public Relations”, focused on formation of competences and labour functions presented by professional standards is revealed. Media content as a didactic unit of educational process stipulates the necessity to develop additional abilities, media literacy, in particular. Media literacy is the basis of media competence. The specificity of the training course defines the choice of approaches to training: research training and electronic training.
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Costa, Priscila Rezende da, and Lucimar Da Silva Itelvino. "Grounded Theory with the Use of the Atlas.Ti Software: An Empirical Example of a Study on the Ascenting Strategy of Innovative Entrepreneurship in Social Business." Revista Ibero-Americana de Estratégia 17, no. 3 (September 13, 2018): 17–40. http://dx.doi.org/10.5585/riae.v17i3.2683.

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Purpose of the study: To explore how the innovative entrepreneurship strategy of social entrepreneurship qualifies the offer of educational and health products and services. Methodology / approach: We adopt the qualitative research termed Grounded Theory, based on empirical data. For this purpose, we develop a didactic example, with the detailed use of the ATLAS.ti Software. The hermeneutical unit (project in ATLAS.ti) contemplated the following primary documents: (a) life stories of six social entrepreneurs; (b) reports on the development of social affairs (Cren, Cies, Geekie, Imaflora, Educar and Noos) and (c) testimonials of impacted individuals. Main results: In relation to the main results, we highlight the didactic detail on how ATLAS.ti is used to support the codings (open, axial and selective), which underpin the Grounded Theory, promoting the organization, recovery and cross-referencing of data about the strategy of the rise of innovative entrepreneurship in social affairs; Theoretical / methodological contributions: The main contribution is the proposition of a Grounded Theory alignment matrix, with detailed use of the ATLAS.ti Software, considering as a didactic example the strategy of the rise of innovative entrepreneurship in social businesses, which qualify the supply of education and health products and services. Relevance / originality: We are able to demonstrate the associations between categories and subcategories of study analysis from characteristic components of ATLAS.ti (not available in other CAQDAS), such as Code Cooccurence and Networks.
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Hoang, Danthanh, Nayaab Khawar, Maria George, Ashraf Gad, Farrah Sy, and Pramod Narula. "Video didactic at the point of care impacts hand hygiene compliance in the neonatal intensive care unit (NICU)." Journal of Healthcare Risk Management 37, no. 4 (February 6, 2018): 9–15. http://dx.doi.org/10.1002/jhrm.21314.

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Lee, Grace, Kieng Tan, and Robert Dinniwell. "The perception of radiation therapy students on a clinical specialist radiation therapist-led breast workshop." Journal of Radiotherapy in Practice 13, no. 3 (September 10, 2013): 277–83. http://dx.doi.org/10.1017/s1460396913000459.

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AbstractPurposeThe clinical specialist radiation therapist (CSRT) is a radiation therapist with advanced site-specific clinical skills and knowledge that can be utilised to enhance the education of radiation therapy (RT) students within an academic setting. The aim of this study is to assess the students’ perception of the teaching provided by a CSRT within a case-based learning workshop tailored for breast cancer.MethodsA workshop that followed the patient's RT treatment pathway (consultation, CT simulation, treatment planning and delivery) was led by a breast-site CSRT to 16 third-year students. Following completion of the workshop, a 4-point Likert-scale survey was distributed to explore the students’ didactic and clinical experiences and their general perceptions of the CSRT's contribution to their breast-site module education.ResultsThe median didactic experience reported by the students were ‘a lot’ in patient care and ‘some’ in treatment unit and treatment planning. In contrast, the students reported less clinical experience; the median response for patient care and treatment unit experience was ‘a little’ and ‘none’ for treatment planning. All 13 students who responded to the survey agreed that the CSRT enhanced their understanding of the material. The students felt engaged in the CSRT-lecture and perceived it as value added. The majority of the students (92%) indicated the CSRT to be a useful learning resource in their training and education. Additional comments provided by the students noted the utility of the CSRT-led lecture in consolidating their knowledge of the breast cancer treatment planning and delivery and suggest further expansion of this learning format to other disease sites.ConclusionsThird-year RT students commencing their clinical practicum will have had a greater proportion of their learning from didactic teaching as opposed to clinical experience. In transitioning to their final year, the focus of the curriculum shifts to the application of theory into the clinical environment. The students perceived the CSRT to be a useful resource to enhance their understanding of the breast-site module and their feedback supports the instructional quality and effectiveness of the CSRT in this clinical teaching role.
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Gómez-García, Gerardo, José Antonio Marín-Marín, José-María Romero-Rodríguez, Magdalena Ramos Navas-Parejo, and Carmen Rodríguez Jiménez. "Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education." Nutrients 12, no. 8 (July 24, 2020): 2210. http://dx.doi.org/10.3390/nu12082210.

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Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.
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Roszak, Magdalena, Bartosz Sawik, Jacek Stańdo, and Ewa Baum. "E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation." Healthcare 9, no. 9 (September 2, 2021): 1147. http://dx.doi.org/10.3390/healthcare9091147.

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The COVID-19 pandemic had a huge impact on the learning and teaching processes, particularly in healthcare education and training, because of the principal position of the cutting-edge student–patient interaction. Replacing the traditional form of organization and implementation of knowledge evaluation with its web-based equivalent on an e-learning platform optimizes the whole didactic process not only for the unit carrying it out but, above all, for students. This research is focused on the effectiveness of the application of e-learning for computer-based knowledge evaluation and optimizing exam administration for students of medical sciences. The proposed approach is considered in two categories: from the perspective of the providers of the evaluation process, that is, the teaching unit; and the recipients of the evaluation process, that is, the students.
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Gaspar, Vicente, Alexander Gil-Arias, Fernando Del Villar, Alba Práxedes, and Alberto Moreno. "How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context." International Journal of Environmental Research and Public Health 18, no. 10 (May 19, 2021): 5407. http://dx.doi.org/10.3390/ijerph18105407.

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The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.
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50

Ferreira, Maria Eduarda, and Rui Pitarma. "Enhancing Ecocentric Environmental Attitudes: An Experience of Science Teaching to Inspire Students to Value Trees." Journal of Teacher Education for Sustainability 23, no. 1 (June 1, 2021): 132–49. http://dx.doi.org/10.2478/jtes-2021-0010.

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Abstract Deforestation is a global issue. Education has a fundamental role to play in this context. In this regard, the direction and effectiveness of educational practices should focus on the empowerment of students in ecocentric environmental attitudes. A key point in education for environmental sustainability is pedagogical approaches focused on the development of critical and reflective thinking. In this context, objectified research was developed in the (re)conceptualization of the “living being”, with thermogram didacticization, as a way to develop egalitarian feelings of the need for similar attitudes among living beings. The study was developed in an action-research context. The pedagogical-didactic intervention was within the scope of the “Natural Sciences” curricular unit of the “Basic Education” degree at a Portuguese Institution. After a pedagogical-didactic intervention, the reconceptualization of “living being” was observed in these students, presenting, now, a reflexive argument concerning the ecocentric environmental attitudes regarding the “living being” – the tree vs. animal, highlighting the importance that the thermographic images had in the (re)significance of their “new look” regarding the tree.
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