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Journal articles on the topic 'Didactical test'
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1
Dedy, Endang, and Encum Sumiaty. "Desain Didaktis Bahan Ajar Matematika SMP Berbasis Learning Obstacle dan Learning Trajectory." Jurnal Review Pembelajaran Matematika 2, no. 1 (2017): 69–80. http://dx.doi.org/10.15642/jrpm.2017.2.1.69-80.
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This study is to correct mathematical learning by didactic design based on learning obstacles and learning trajectory. This is a qualitative study through Didactical Design Research (DDR) by three analytical phase, i.e. 1) didactical situation analysis before learning presented as didactical design hypothesis including ADP; 2) metapedadidactical analysis which analyzes teacher’s ability such as unity, flexibility, and coherency in learning; 3) retrospective analysis which is the correlated analysis between the result of didactical situation hypothesis analysis and metapedadidactical analysis. The result of problem analysis related to integer arithmetic operation, a concept of function, and two triangle similarity concept, implementation of early didactical design could predict probable mistakes done by students and even if the mistakes still there, it was decreased compared to early learning obstacle test. These conditions were reinforced after learning with mathematics score school succeed standard 75% was done.
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Škorecová, Ivana, Aba Teleki, and Ľubomír Zelenický. "SHOULD WE INCLUDE TERMS IN READABILITY FORMULAS OF SLAVONIC TEXTS?" CBU International Conference Proceedings 4 (September 21, 2016): 276–82. http://dx.doi.org/10.12955/cbup.v4.768.
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In this article we show how readability depends on the number of terms. We compare two different physical-didactical texts. We explain what readability means and how readability of some didactical text can be checked. We will analyze texts of natural science. First, we use an eye tracker for measuring the time to read long terms average sized terms, and words that are not terms. We perform a cloze test. A comparison of results defined a variable of the readability formula of Slavonic physical texts.
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Angraini, Lilis Marina. "Didactical Design of Mathematical Reasoning in Mathematical Basic Concepts of Courses." JNPM (Jurnal Nasional Pendidikan Matematika) 5, no. 1 (2021): 1. http://dx.doi.org/10.33603/jnpm.v5i1.3943.
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Abstract. This research is motivated by the epistemological difficulties of students in mathematical concepts. This research aims to make a didactic design in courses of Mathematics Basic Concepts. The method used in this research is Didactic Design Research (DDR). This research was conducted at the University majoring in Elementary School Teacher Education in the first semester in Riau, who attended in courses of Mathematics Basic Concepts as many as 43 students. Data collection techniques in this research were carried out by triangulation which is a combination of written tests, interviews and documentation studies, with data sources of students and lecturers. The results of the study were didactic designs consisting of three learning designs. Didactic design was developed through three stages. Firstly arranging an initial didactic design based on student difficulties, secondly a methapedadidactic analysis is carried out while learning takes place and thirdly a retrospective analysis is done by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. The retrospective analysis carried out by comparing the results of the initial obstacle learning test and the results of the final obstacle learning test. Result shows that there are fewer student learning difficulties and some are still happening, so that a revised didactic design is needed to improve the initial didactic design so that student learning difficulties can be overcome. The results of the didactic design implementation of students' mathematical reasoning concepts are in accordance with the predictions of the responses made.Keywords: Didactic Design, Mathematical Reasoning, Learning Obstacle, Retrospective Analysis.
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Zheleva-Terzieva, Donka. "EFFICIENCY OF THE MODEL FOR FORMATION OF PROFESSIONAL-PEDAGOGICAL COMPETENCE FOR SPORTS ANIMATION ACTIVITY." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 278–82. http://dx.doi.org/10.12955/pss.v1.85.
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Introduction: Thise article discusses the effectiveness of an educational model for students and postgraduates in acquiring vocational pedagogical competence for sports and animation activities in an educational environment.
 Study Objective: The authors are based on the Kirkpatrick assessment model. Presented are results that shall establish the degree of effectiveness of applications at the Pedagogical Faculty of Trakia University, Stara Zagora of the competency model of three indicators – degree of satisfaction from the training program, degree of acquiring of competence and learning outcomes.
 Methods: The methods of pedagogical research used are: questionnaire, didactic test, pedagogical observation, expert evaluation.
 Results: The results prove the effectiveness of the developed didactical model.
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Wati, Indah Kartika, Destiniar Destiniar, and Nyiayu Fahriza Fuadiah. "Didactic Anticipation of Two Matrix Multiplication Learning." JIPM (Jurnal Ilmiah Pendidikan Matematika) 9, no. 1 (2020): 1. http://dx.doi.org/10.25273/jipm.v9i1.5904.
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<p>This study aims to create a didactic design in an effort to overcome the learning obstacle through DDR (Didactical Design Research) in learning multiplication of two matrices through prospective, meta-pedadidactic, and retrospective analysis stages. Data collection using the following techniques: 1) observation, namely observing learning activities, analyzing teaching materials and learning implementation plans used by teachers in classroom learning; 2) tests in the form of diagnostic tests for students to determine the learning obstacle, prerequisite ability tests, and final identification tests; 3) interviews with mathematics subject teachers by asking questions that lead to student difficulties and teacher difficulties in delivering mathematics learning material; and 4) instructional videos in the learning process. The data were analyzed to find a learning obstacle and based on these findings, a was prepared Hypothetical Learning Trajectory (HLT)which was outlined in a hypothetical didactic design. The didactic design that has been designed is implemented to test as well as validate HLT. The results of the instructional video recordings were analyzed in the meta-pedadactic stage. The didactic design of the two matrix multiplication material contains didactic anticipation that can be an alternative for the teacher when facing situations and responses that may occur.<strong> </strong></p>
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Mirete Ruiz, Ana Belén, Francisco Alberto García-Sánchez, and Mª Cristina Sánchez-López. "Implicación del alumnado en la valoración de su satisfacción con las webs didácticas." Edutec. Revista Electrónica de Tecnología Educativa, no. 37 (September 20, 2011): a175. http://dx.doi.org/10.21556/edutec.2011.37.394.
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Presentamos el proceso y resultado del esfuerzo por implicar al alumnado universitario en la valoración de Web Didácticas. Hemos trabajado cooperativamente con alumnos y profesores, con el objetivo de conseguir un instrumento de evaluación ajustado a la percepción que ambos colectivos tienen del recurso. Nuestros resultados aportan un conjunto de ítems para valorar la satisfacción del alumnado con las webs didácticas y la comprobación de que ese recurso, desde una perspectiva didáctica, resulta muy bien valorado por el alumnado.Implication of the student body in the appraisal of his satisfaction with the use of didactic websitesAbstractWe introduce the process and the results of an effort in order to implicate the universitary student body in the appraisal of their satisfaction about the use of the didactic webs. We have worked hand to hand with students and professors, with the aim to obtain an instrument of evaluation adjusted to the perception that both groups have of the resource. Our results provide a set of items to evaluate the satisfaction of the learners with the use of didactic websites and the test that this technological resource, oriented from a didactical view, is well valued by the student body.
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Evans, Robert, and Carl Winsløw. "Fundamental situations in teaching biology: The case of parthenogenesis." Nordic Studies in Science Education 3, no. 2 (2012): 132–45. http://dx.doi.org/10.5617/nordina.376.
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This theoretical paper considers the notion of fundamental situation in the sense of Brousseau’s theory of didactical situations. It introduces some precise elements of this theory in which a teacher provides an environment for student work that aims to enable students, through constructive inquiry, to acquire well defined pieces of scientific knowledge. Situations become fundamental if they not only allow, but force students to construct the target knowledge. A classical example from mathematics is presented, where the target knowledge is a theorem of plane geometry presented as a puzzle. Then a new fundamental situation in biology is described for parthenogenetic reproduction, which has recently turned out to occur in Komodo dragons. An explicit demand to generate and test hypotheses that could explain the given example of dragon reproduction, using authentic DNA data, is given to students. The paper concludes with an analysis of the extent to which this fundamental situation in biology is authentic to the theory of didactical situations.
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Prayito, Muhammad. "Learning obstacle on the material circumference and area of triangle in Limpung junior high school number 2." International Journal of Science and Applied Science: Conference Series 1, no. 1 (2017): 64. http://dx.doi.org/10.20961/ijsascs.v1i1.5116.
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<p class="Abstract">The purpose of this research was to analyze the characteristics of learning obstacle contained in the concept of circumference and area of a triangle in SMP N 2 Limpung. Data about learning obstacle Obtained through analysis of the results of the students' answers to the test and learning processes within the material circumference and area of triangles. This study is a qualitative study using of didactical design research method. The research result in learning identified material of circumference and area of a triangle were didactical, ontogenic and epistemological obstacle. As for learning obstacle found are: (1) distinguishing concept image material high line, bisecting line, line weight and line axis; (2) determine the high line on the triangular side of the base is not horizontal; (3) Determine the triangle area an obtuse triangle; and (4) visualization of the students regarding the ability to determine the type of triangle and the position of the perpendicular line or field.</p>
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Živanović, Milan, Slavica Pavličević, and Vesna Todorov. "Functionality of Geogebra in the field of interactive fairy tales creating." Research in Pedagogy 11, no. 1 (2021): 31–44. http://dx.doi.org/10.5937/istrped2101031z.
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Modern interactive teaching at preschool teacher training colleges, in accordance with the rapid and progressive changes in the world of information and communication technologies, implies the application and use of series of programme packages enriching and facilitating not only the education of future preschool teachers, but also the practical work with children of preschool age. The goal of the research conducted on the sample consisting from the students of the Preschool Teacher Training College in Kruševac, as the part of teaching the Methodology of initial mathematical notions and the Methodology of speech development, was to test the functionality of the educational software GeoGebra in the domain of interactive fairy tales creation. Several variables have been tested with regard to functionality, among them: Applicability of Geogebra programme of in mathematical and didactical games of preschool children; Suitability of Geogebra for the interactive fairy tales creation; Possibility of use of mathematical and didactical games in correlation with the speech development games; Possibility of including games from Geogebra programme in educational work; Quality of mathematical and didactical games in Geogebra programme. The methodological plan implied having 2 groups of testees which practiced Geogebra. In group 1, an experimental factora was introduced - the increased number of weeks practicing Geogebra (6 weeks of practicing in comparison with 4 weeks of practicing in the 2nd group of students). After the practicing period, using Questionnaire (construed for the research needs), as well as five-degree Likert-type assessment scales, the testing was conducted with regard to the opionion of students in both groups on the functionality of the Geogebra programme package concerning the interactive fairy talses creation. The research results have shown there is a positive effect of practicing Geogebra to the interactive fairy tales creation (the students from the group in which the expiremental factor had been introduced assessed more positively The applicability of Geogebra programme than the students from the control group which practiced Geogebra for fewer hours). Similar results have been obtained in the domain of Usability of mathematical and didactical games from the Geogebra programme, where the students from the experimental group achived substantially higher scores on the functionality scale.
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Rachma, Andina Aulia, and Rizky Rosjanuardi. "Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach." Jurnal Pendidikan Matematika 15, no. 2 (2021): 115–32. http://dx.doi.org/10.22342/jpm.15.2.13519.115-132.
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Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.
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Supriadi, Supriadi. "Pembelajaran Etnomatematika Sunda untuk Meningkatkan Kemampuan Pemodelan Matematik dan Kecerdasan Kreatif Mahasiswa PGSD." EduBasic Journal: Jurnal Pendidikan Dasar 1, no. 1 (2019): 1–10. http://dx.doi.org/10.17509/ebj.v1i1.26223.
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Aspects of local culture in learning mathematics in primary school teacher education are still not optimally presented in learning. One way to realize this learning is by learning Sundanese ethnomathematics. The mathematical modeling is very supportive ability in the learning process. The process of mathematical modeling can develop creative intelligence. This article uses the Didactical Design Research method to further optimize the quality of teaching materials. The number of research subjects was 180 of first semester student. The teaching material was tested for success by an experimental method through a test instrument that measured mathematical modeling abilities and creative intelligence. Research results in mathematical modeling ability among students who get mathematics learning using Sundanese ethnomathematics learning is significantly better than students who use conventional learning. There is no interaction between learning models used with educational background groups on mathematical modeling abilities. There is no interaction for creative intelligence. Sundanese ethnomathematics learning with didactic design material can be used as a model of mathematics learning to develop the abilities and dispositions of mathematical creative thinking abilities and dispositions in the elementary school teacher education environment.
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Krulj, Jelena, Slađana Vidosavljević, and Nataša Mladenović. "John Amos Comenius: The teacher of nations and the founder of didactic principles." Зборник радова Филозофског факултета у Приштини 50, no. 3 (2020): 101–21. http://dx.doi.org/10.5937/zrffp50-26235.
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The origin of didactics as a science discipline dates from as far back as the ancient slave states, so the very term didactics (didaskein) comes from the ancient Greek language, meaning to teach. This term later underwent certain changes and the term didactica (didactics) originated in Latin. Today, all scientific vocabulary comes from these two languages (Latin and Greek). The first, more precise definition of this concept was given by Wolfgang Ratke (1571-1635) and John Amos Comenius (1592-1670), who are also considered the founders of didactics. The aim of this paper is to emphasize the importance of didactic principles and the great importance and contribution of Comenius as their founder and the founder of didactics in general. We have to mention that Comenius dedicated his entire life and work to the search for the overall improvement of the teaching process and the education of people, and how successful he was can be seen in the fact that his didactic principles still stand the test of time. He is considered to be one of the greatest educational reformers.
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Aziz, Tian Abdul, Supiat Supiat, and Yohanes Soenarto. "PRE-SERVICE SECONDARY MATHEMATICS TEACHERS’ UNDERSTANDING OF ABSOLUTE VALUE." Jurnal Cakrawala Pendidikan 38, no. 1 (2019): 203–14. http://dx.doi.org/10.21831/cp.v38i1.21945.
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This study aims to give a comprehensive account of pre-service secondary mathematics teachers’ understanding of absolute value. Thirty two-item absolute value understanding test was developed and administered to thirty-eight students attending mathematics education department at one private university in Jakarta City, Indonesia. Five of them were selected purposively and interviewed to gain deep information and confirm their written responses in the test. We find that most participants struggled with the absolute value task. There are inconsistencies of the definition of absolute value expressed by them. Besides, typical mistakes made are: (a) removal of absolute value bars; (b) focus heavily on rules; (c) conversion of absolute value bars to parentheses; (d) exclusion of number inside absolute value bars; (e) poor algebraic manipulation; and (f) inability to draw absolute value graph. Based on the findings, the most common cause of mistakes made by the participants is didactical contract in mathematics teaching and learning. Limitation and implications of the study are presented.
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Savard, Annie, Viktor Freiman, Laurent Theis, and François Larose. "Discussing Virtual Tools That Simulate Probabilities: What are the middle school teachers’ concerns?" Articles 48, no. 2 (2013): 403–23. http://dx.doi.org/10.7202/1020978ar.
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Mathematics teachers, researchers and specialists in educational technology from Quebec, Canada developed virtual tools that make interactive simulations of games of chance. These tools were presented to a group of teachers from New Brunswick through workshops and they then got to test and validate them with their students. Semi-structured interviews were conducted with groups of teachers following the experimentation with the tools. Results show an appreciation of the rich educational potential the virtual tools bring and the pedagogical scenarios that come with them. Participants suggest that working with simulators would increase students’ motivation and deepen their conceptual understanding of concepts that are otherwise hard to grasp. But they, however, lack professional development on how to teach probability and need techno-pedagogical and didactical follow-ups.
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Behera, Basanta Kumar, Narahari Agasti, and Kamalakanta Sahoo. "Evaluation of impact of an integrated lecture method of teaching among undergraduate medical students, compared to traditional didactical lectures in reference to antenatal care." International Journal of Advances in Medicine 4, no. 3 (2017): 640. http://dx.doi.org/10.18203/2349-3933.ijam20171921.
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Background: In traditional lecture method of teaching most of the time there is time consumption, duplication and overlapping of topics taught in the MBBS course. Integration (both horizontal and vertical) of subjects improves the cognitive and psychomotor domains of students to enhance their skills to correlate clinically to obtain an accurate diagnosis.Methods: The present study comprised of 96 students of 3rd semester MBBS course. A pretested questionnaire was given to study their existing level of knowledge and attitude regarding antenatal care. The students were divided into two groups by simple random method - a study group of 48 students, who receive integrated teaching including didactic lectures, case studies and live demonstrations by department of Community Medicine and Obstetrics and Gynaecology, whereas the control group of 48 students received only didactic lectures. Post test was conducted after 3 days. The mean knowledge and attitude scores of pre-test and post-test of the two groups were analyzed by using Z- test.Results: In the post test, the mean knowledge score between traditional and integrated groups were 12.40 and 14.46 respectively with standard deviation of 1.869 and 1.864. Whereas the mean values of attitude is 36.95 and 60.00 with standard deviation of 1.972 and 1.977. There was a significant improvement in both knowledge and attitude of students of integrated group as compared to traditional group (P<0.001).Conclusions: Integrated method of teaching was found to be more effective than traditional lecturing method.
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Bragagnollo, Gabriela Rodrigues, Tâmyssa Simões dos Santos, Renata Elizabete Pagotti da Fonseca, Marcelo Acrani, Maria Zita Pires Castelo Branco, and Beatriz Rossetti Ferreira. "Playful educational intervention with schoolchildren on intestinal parasitosis." Revista Brasileira de Enfermagem 72, no. 5 (2019): 1203–10. http://dx.doi.org/10.1590/0034-7167-2017-0551.
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ABSTRACT Objective: To analyze the playful educational interventions in the knowledge of schoolchildren about intestinal parasitosis. Method: This is a quasi-experimental, non-randomized study, based on pre- and post-intervention, conducted in a public elementary school in a peripheric neighborhood in the city of Ribeirão Preto (SP). The study population consisted of 101 students enrolled in the 5th and 6th grade. For comparison, we used the generalized version of the McNemar chi-squared test. Results: Of the 101 schoolchildren who participated in the study, 48 (47.5%) were female and 53 (52.5%) were male, aged from 9 to 14 years. Students’ knowledge on intestinal parasitic infections has increased significantly after the playful educational intervention. Conclusion: Playful educational interventions are an excellent didactical resource in the teaching-learning process of schoolchildren.
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Kizito, Rita Ndagire. "Pretesting mathematical concepts with the mobile phone: Implications for curriculum design." International Review of Research in Open and Distributed Learning 13, no. 1 (2012): 38. http://dx.doi.org/10.19173/irrodl.v13i1.1065.
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<p>One of the neglected elements when teaching at a distance is establishing what learners already know at the beginning of the course or module. Unlike the face-to-face environment, in distance learning there is no opportunity for administering diagnostic activities just before the onset of instruction. This means that both the weak and more advanced students receive the same level of support since there is no mechanism for differentiating their learning needs. This paper describes the characteristics of a diagnostic test aimed at determining student understanding of the basic calculus concepts of the derivative and the integral, using the mobile phone as the method of delivery. As a proof-of-concept exercise, 10 questions designed to test concept attributes and procedural knowledge involving the two basic calculus concepts were given to a sample of 30 students at the beginning of the course. The implications for curriculum design were then analysed in terms of the didactical functionalities and the communication strategy that could be developed with reference to the mobile phone.</p><em></em>
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Erofeeva, Inna N., and Tatiana I. Popova. "Modern principles of developing the subtest “Reading and Use of Language” of the TORFL-II." Russian Language Studies 19, no. 2 (2021): 207–21. http://dx.doi.org/10.22363/2618-8163-2021-19-2-207-221.
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The article is devoted to the topical problem of modern principles of developing tests of Russian as a foreign language (RFL), taking into account the world experience. The purpose of the article is to summarize the modern principles of language test development and to show how they are implemented in the new tests of Russian as a foreign language. The materials of the article include the research papers of Russian and foreign authors in the sphere of methodology over the past 20 years, as well as modern formats of testing in foreign languages. At the first stage of the study, general scientific methods of generalization, systematization and structuring were used. At the second phase, a new format of the RFL test Reading and Use of Language (B2) was modelled, combining language and communication competence testing. At the third stage, an experiment was conducted to test the new format. 48 foreign master students studying the program Russian Language and Russian Culture in the Aspect of Russian as a Foreign Language in Saint Petersburg State University took part in the experiment. It was concluded that the modern language test, in accordance with the basic cognitive and communicative principle of learning and control, should be based on the following principles: testing skills in different types of speech activities mainly on the text material; interdependence between the type of the task and the speech genre of the text being created/used in the task; basing on a linguistic and didactic description of the communicative competence level; integrative approach; using different types of test tasks within one subtest; the principle of increasing complexity of tasks; taking into account the complexity of each task in its assessment; task feasibility according to students educational level; taking into account the values of the multicultural world; taking into account international experience; basing on reliability and validity criteria of test tasks. These principles implemented in the new TORFL-II subtest format Reading and Use of Language are presented in the article. The implementation of modern test principles should ensure that all speech control facilities are systematically allocated to the appropriate level and parameters for their assessment. The above-mentioned principles of test creation and the example of their implementation can be taken as the basis of a full-fledged system of control and measurement materials based on linguistic and didactical descriptions of each level.
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ALVES, Francisco Régis Viera, Rosalide Carvalho de SOUSA, and Francisca Cláudia Fernandes FONTENELE. "Didactical Engeering of second generation: a proposal of the design and a teaching resource with support of the GeoGebra software in Brazil." Acta Didactica Napocensia 13, no. 2 (2020): 142–56. http://dx.doi.org/10.24193/adn.13.2.10.
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Abstract: This article presents a partial excerpt from an ongoing master's research on the methodological theoretical aspects of problems related to the content of volumes, selected from the evaluations of the National High School Exam (ENEM). The Exam consists of a test proposed by the Brazilian federal government, which aims to assess the performance of students at the end of high school, in addition to being used as a selection criterion to enter higher education. In this way, a didactic situation is proposed in the context of ENEM structured in the Theory of Didactic Situations (TSD) and subsidized by the use of the GeoGebra software as a technological resource for the construction and resolution of the problem situation on the volume of a cylinder. The didactic session was consolidated in Didactic Training Engineering (EDF) and developed to design a didactic resource for teaching and training mathematics teachers. GeoGebra was used to carry out the didactic transposition of the problem, as it benefits the student to break the difficulties inherent in the understanding and appropriation of geometric concepts. This structure facilitates didactic mediation, in addition to giving a new meaning to the study and teaching of volumes in the context of ENEM assessments.
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Bílek, Martin, and Antonín Slabý. "HOW DO STUDENTS OF CHEMISTRY TEACHING PROGNOSE THE IMPACT OF GRAPHICAL PART OF DIDACTICAL TESTS? SELECTED ASPECTS OF VISUALIZATION IN SCIENCE EDUCATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 2, no. 3 (2005): 5–14. http://dx.doi.org/10.48127/gu-nse/05.2.05b.
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For the first pilot research in the scope of the project Learning from graphical presentation in science education (GAČR 406/02/1165) there has been chosen investigation of the role of non-verbal elements of didactic tests. For solving of this task there was used comparison of the results of pupils of basic school performing two variants of the test with the same content and different form of formulation and arrangement of items (verbal form and form comprising visual information (pictures and graphs). In the contribution there are described starting points of the project, the interpretation obtained, experimental data from the point of view of typology of picture material as a part of didactic tests and mainly the point of view and the attitude of the students of chemistry teaching to the influence of graphical elements to the fruitfulness of students in didactic tests.
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Noto, Muchamad Subali, Surya Amami Pramuditya, and Yudrick Maulana Fiqri. "DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING." Infinity Journal 7, no. 1 (2018): 61. http://dx.doi.org/10.22460/infinity.v7i1.p61-68.
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In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.
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Noto, Muchamad Subali, Surya Amami Pramuditya, and Yudrick Maulana Fiqri. "DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING." Infinity Journal 7, no. 1 (2018): 61. http://dx.doi.org/10.22460/infinity.v7i1.p61-74.
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In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.
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Yuhelman, Nofri, and Rosa Murwindra. "KARAKTERISTIK LEARNING OBTACLES (LO) YANG TERINDENTIFIKASI PADA POKOK BAHASAN TERMOKIMIA DI KELAS XI SMAN 16 PADANG." Orbital: Jurnal Pendidikan Kimia 3, no. 1 (2019): 42–53. http://dx.doi.org/10.19109/ojpk.v3i1.3367.
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Kesulitan belajar akan tampak jelas dari menurunnya kinerja akademis atau prestasi belajar siswa. Guru harus dapat mengidentifikasi kemungkinan kesulitan belajar. Penelitian ini bertujuan untuk mengidentifikasi karakterisktik learning obtacles (LO) pada konsep Termokimia pada kelas XI SMA. Penelitian ini dilakukan di SMAN 16 Padang dengan jumlah populasi sebanyak 34 siswa kelas XI IPA dan 2 orang guru kimia. Instrumen yang digunakan dalam penelitian ini adalah butiran soal TKR (Tes Kemampuan Responden)lembaran observasi dan pedoman wawancara pada konsep termokimia. TKR yang digunakan dalam penelitian ini sebanyak 10 soal. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif dengan pendekatan penelitian desain didaktis (Didactical Design Research). Penelitian dimulai dari observasi, wawancara, dan pembuatan TKR (Tes Kemampuan Responden). Berdasarkan hasil penelitian didapatkan hambatan belajar siswa yaitu learning obtacle terkait connection, learning obtacle terkait conceptual, learning obtacle terkait construction dan learning obtacle terkait struktural. Hal ini ditunjukkan dari hasil TKR (test kemampuan responden) pada pembelajaran termokimia.
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Penttinen, Esa Martti, Heiner Böttger, and Jens Behning. "The Language Awareness of Finnish and German EFL Senior High School Learners and Student Teachers Regarding English Grammar and Its Teaching." International Journal of English Language Teaching 6, no. 2 (2019): 1. http://dx.doi.org/10.5430/ijelt.v6n2p1.
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The aim of this study is to examine and contrast the language awareness of Finnish and German EFL senior highschool students and student teachers regarding aspects of English grammar and its teaching. Data was collected fromFinland and Germany during the academic school years of 2015–16 and 2016–17. It consists of the responses to twosurvey questions of 1st year EFL senior high school students (n = 200 from Finland, n = 200 from Germany) andstudent teachers (n = 118 from Finland, n = 118 from Germany). The study utilizes both qualitative (content analysis)and quantitative (frequencies, percentages, cross tabulation [χ2-test]) research methods. The results show that thesubjects’ awareness of English grammar and its teaching was mainly based on intuitive, implicit knowledge. It wasdifficult for both senior high school learners and student teachers to build a cognitive understanding that wouldincrease their awareness of English grammar, and, as a result of this, its teaching, and respectively theirgrammar-related didactical competences.
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Albedyll, Astrid von, Lisa Vogt, and Daniel Dreesmann. "MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS’ AND ADULTS’ KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL." Journal of Baltic Science Education 16, no. 4 (2017): 612–24. http://dx.doi.org/10.33225/jbse/17.16.612.
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Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people’s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students’ and adults’ knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants’ knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing. Keywords: biology curriculum, science education, sustainability education, knowledge on grapevine, botany and viticulture.
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Lestarai, Ulsana. "Analisis Learning Obstacle Pada Pembelajaran Nilai Tempat Siswa Kelas II SD [Learning Obstacle Analysis on Place Value Learning in Students Class II Elementary School]." PEDAGOGIA: Jurnal Pendidikan 8, no. 1 (2019): 61. http://dx.doi.org/10.21070/pedagogia.v8i1.1854.
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The concept of place value is very important taught before student learned addition and subtraction.However, in reality student has learning obstacle when they learn place value. The aim of this research is to analize the student obstacles in 3 digit place value. This research is a qualitative research and involved 50 students of grade 2 elementary school. From the analysis of the data, i.e., student test results and student interview, the result is we found two obstacles, ie.,didactical and epistemological obstacle. Didacticalobstacleis caused by using horizontal representation strategy of place value in 2013 curriculum textbookdid not help student to interpret number from the point of view place value, so that when the student must sum the result of horizontal representation strategy, students only combine the number symbol instead of summing numbers. Another didacticalobstacleis examples and questions about place value in 2013 curriculum book are less varied that indirectly raises epistemological obstacle which lead to examples and questions are given by teacher are not varied.This finding needs to be followed up by conducting development research that can reduce learning obstacle that have been discovered
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Ulfa, Nadia, Al Jupri, Darhim, and Kartika. "Analysis of Learning Obstacles of Junior High School Students on The Topic of Circle." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 599–603. http://dx.doi.org/10.14421/icse.v3.572.
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Geometry is one of the subjects in mathematics school that is important to learn, because through geometry, almost every daily problem can be solved. However, the achievements of Indonesian students in the field of geometry are still relatively low. This study aims to identify the possibility of students' learning obstacles in one area of geometry, which is circle subject. The method used in this study was qualitative research method with survey-based research design, involved 30 eight-grade students from a junior high school in Bandung. The data were collected by triangulation method using an instrument test consisting of tests of students mathematical comprehension ability that is related to circle subject, and the non-test instruments used consist of collection of observations, guidelines for student interviews, and study documents. Results showed that there were identified any types of learning obstacle caused by epistemological obstacle among others (1) learning obstacle related to the concept of sector caused by an error in the perspective of students, (2) learning obstacle related to the form of geometrical representation from the central angle of the circle caused by the student's limited knowledge of the central angle and chord of the circle. In addition, also found types of learning obstacle caused by didactical obstacle, among others (1) learning obstacle related to communication skills in presenting the definition of sector concept caused by not creating discussion and presentation activities when learning takes place, and (2) learning obstacle related the concept of the relationship between the diameter with chord of the circle caused by the presentation of material that is less detailed either provided by the teacher or presented in the source book used.
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Temnikova, Maria. "DEVELOPMENT OF SPECIFIC MATHEMATICAL COMPETENCES FOR PLANE FIGURES IN THE EDUCATION IN MATHEMATICS FOR GRADES 1 - 4." CBU International Conference Proceedings 6 (September 27, 2018): 804–9. http://dx.doi.org/10.12955/cbup.v6.1252.
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INТRODUCTION: The development of specific mathematical competences from the competency cluster “Plane figures” is one of the important factors for achieving effective education in mathematics in primary school.PURPOSE OF STUDY: The purpose of this article is the presentation of the competences concept and especially the concept of the objective specific mathematical competences as well as the options for their development in and through education in mathematics in Grades 1-4. METHODS: During the experimental work the researchers performed qualitative and quantitative study of the topics presented above. The following methods were applied: a didactical experiment, observation, test, content analysis, and a mathematical-statistical method for data processing.RESULTS: As a result of the experimental work it was determined that the percentage of fourth graders who failed to solve a geometry text task decreased from 49.61% to 9.32%. The percentage of those students who failed to draw a circle with a given radius and an angle according to a given grade decreased from 38.95% to 8.17%. Additionally, the percentage of the students who correctly solved a geometry text tasks increased from 15.2% to 23.1%. The difference in the results is proven to be of statistical significance. CONCLUSIONS: Owing to the applied methodology system of work where productive strategies, methods and approaches were used, the specific mathematical competences from the competency cluster “Plane figures” were developed in their completeness in primary school students.
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Lasa, Aitzol, Jaione Abaurrea, and Haritz Iribas. "MATHEMATICAL CONTENT ON STEM ACTIVITIES." Journal on Mathematics Education 11, no. 3 (2020): 333–46. http://dx.doi.org/10.22342/jme.11.3.11327.333-346.
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In this paper, a number of STEM educational proposals are systematically analyzed from the lens of mathematics education. An extensive innovation project was implemented during the 2019/2020 academic year in a pilot study carried out in Schools and Teacher Training Programs in Navarre (Spain), comprising a bibliographical and source analysis as a previous step to characterize the existing material, and ultimately to design and test STEM projects at different educational levels from the point of view of mathematical education. All activities belong to international publications and widely used and contrasted web repositories, and seize the usual interval of compulsory education, i.e., from the beginning of Primary School (age 6/7) to the end of Secondary School (age 15/16). The findings draw a panorama of STEM activities where mathematics is mostly utilitarian, numbers and units are functionally used to measure quantities of magnitudes, and geometric contents serve the purpose of modeling a technological prototype. As it turns out, some STEM-labelled activities do not fulfill their principles and fundamental purposes. In lower levels, there is a common confusion between STEM activities and science laboratory projects; in higher levels, complex mathematical content could appear. Even though some activities are guided science laboratory projects, it is concluded that most STEM activities have the potential of a-didactical situations, i.e., contexts where students put into practice their personal problem-solving techniques before teachers formalize the mathematical content.
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Krželj, Katarina. "Student interest in cultural content of a foreign country." Issues in Ethnology and Anthropology 9, no. 2 (2016): 465. http://dx.doi.org/10.21301/eap.v9i2.10.
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The paper presents results of a study on the interest of students of non-philological faculties (of universities in Serbia) in contents from foreign cultures and how high importance students attach to learning about the target culture in foreign language teaching and learning at non-philological faculties. The goal of modern foreign language teaching at non-philological faculties, in addition to the development of communicative competence in the profession, is also to develop pluricultural competence. In order to test the chances of attaining this goal, it is necessary to perform an analysis of the legislative framework in which teaching foreign languages for special purposes takes place, an analysis of learning aims and the possibility of developing cross-cultural sensitization. An analysis of the needs for and interests in the contents of the target culture must be precededed by an analysis of the specificities of intercultural learning and intercultural competence. Based on these results, it is possible to establish the correlation between the elements of the culture already present in the existing teaching material and the interests and needs of the target group which these materials are intended for.The data thus obtained will serve as a basis for defining the guidelines for selecting contents of the target culture, which, on one hand, will be based on methodological and didactical principles of interculturally oriented foreign language teaching, and on the other hand, will reflect the real needs and interests of the students from a number of non-philological faculties.
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Zini, Gina, Barbara Bain, Didì Jasmin, and Robert Foa. "EHA-ESH Tutorials on Diagnostics in Hematological Malignancies: A Didactic Model for Training Programs in Hematology in Developing Countries." Blood 112, no. 11 (2008): 4710. http://dx.doi.org/10.1182/blood.v112.11.4710.4710.
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Abstract Tutorials are yearly diagnostic courses on Hematological Malignancies organized by the European School of Hematology (ESH) and the European Hematology Association (EHA), in close collaboration with the Catholic University of Rome and “La Sapienza” University of Rome, carried out from 2004 and accredited by the European Council for Accreditation in Hematology (ECAH). For the first 4 years, Tutorials were also supported by a grant from the Marie Curie EC action. The main innovative aspect is the use of technological support for interactive self-evaluation sessions, prepared by the speakers, with real-time performance assessment. For technical reasons, the number of participant in each Tutorial is limited to 100. Tutorial sessions are organized around three different didactical tools: nine sessions of formal lectures during which the speakers move from principles of blood cytomorphology in the different categories of hematology malignancies according to the WHO classification to the analysis of the usability of gene profiling in class discovery and class prediction, nine sessions of tutored clinical case presentations: the same speakers present two to three interactive clinical cases, each going through the diagnostic pathway with special attention to differential diagnosis, different treatment opportunities and patient follow-up. A detailed final case-comment is also provided for all cases together with an updated and specific list of references, five sessions of self-evaluation tests: for each session, four clinical cases are presented in a standard format of six multiple choice questions with a list of five possible answers for each question. Each trainee has a personal ID number to enable participation in the interactive tests by selecting one response to each question. At the end of the tests, results are anonymously and actively discussed with the authors. Speakers are leading European hematologists selected according to their specific competence in a specific field. The user appreciation and the validity of the didactic model is attested to by the worldwide participation: during these years, participants have come from 40 different countries from all five continents. EHA and ESH have been requested to duplicate these courses: the scientific material is organized on medial support and can be represented in other venues. From the year 2006, three Tutorials were successfully repeated in Brazil in association with the Escola Brasileira de Hematologia (the fourth is planned for October 2008). The organization of the repeated Tutorials (so called Type II Tutorials) is simpler than for the original ones: the local chair involves mainly local speakers for the lectures, while the didactic material (clinical cases and test cases) is the same as was used in the original Tutorial (Type I), with the support of just one or two faculty members from the original type I tutorial who have had experience in managing the didactic material. The organization of the courses is expensive and technically complex: the didactic material of each course is uploaded on an intranet platform connected with 25 PC stations (one for every four participants). For this reason, the Tutorial held in Paris in February 2008 was technically organized with a specially developed software connected to a Voting Boxes System (VBS), which is portable and allows the same course interactivity; this system will be used in forthcoming years. In addition, the VBS will easily permit the organization of Type II Tutorials for training programs in hematology in developing countries. This will represent one of the forthcoming didactic programs of EHA and ESH.
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Canac, Sophie, and Isabelle Kermen. "Exploring the mastery of French students in using basic notions of the language of chemistry." Chemistry Education Research and Practice 17, no. 3 (2016): 452–73. http://dx.doi.org/10.1039/c6rp00023a.
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Learning chemistry includes learning the language of chemistry (names, formulae, symbols, and chemical equations) which has to be done in connection with the other areas of chemical knowledge. In this study we investigate how French students understand and use names (of chemical species and common mixtures) and chemical formulae. We set a paper and pencil test composed of open-ended and multiple choice questions (5 questions in total) to students (N= 603) who have been learning chemistry for 2 years (age 14) and others for up to 7 years (age 19, first year university). For all grade levels we found that the students have great difficulties understanding notions introduced right from the first two years of chemistry teaching. The scientific name opposed to a common name does not seem to be a relevant tool used by the students to classify chemical species and mixtures. They struggle to decode a chemical formula out of the context of a chemical equation and fail to decode them in that context. The students surveyed are not able to correctly associate with a name or a formula, both macroscopic (a pure substance or a mixture) and microscopic (an atom or a molecule) criteria. They seem to have mainly a microscopic reading of the names and the chemical formulae. Therefore we think that the language of chemistry could be a source of trouble for the learning of the notion of substance. These results confirm the need to offer teachers new didactical tools to develop the teaching of the language of chemistry.
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Krašna, Marjan, and Tomaž Bratina. "E-LEARNING MATERIALS FOR SOCIAL SCIENCE STUDENTS." Problems of Education in the 21st Century 61, no. 1 (2014): 77–87. http://dx.doi.org/10.33225/pec/14.61.77.
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Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-learning materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-learning materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-learning materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-learning materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-learning materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia learning materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-learning materials and write their review of corresponding e-learning materials. In their review students were required to log the required time for studying the e-learning materials; benefits and drawbacks; potential improvement of e-learning materials; and open text of impression of using e-learning materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of learning materials and provide us valuable feedback. Most efficient were text narrated learning materials, but the favourite was integrated multimedia learning materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer. Key words: design, distance education, e-learning, learning materials, verification and validation.
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KRUPOVÁ, Ivana. "SCIENCE EDUCATION'S DIDACTIC TEST OF THE THEME TECHNIQUE AND TECHNICAL DISCOVERIES." Journal of Technology and Information 2, no. 1 (2010): 62–67. http://dx.doi.org/10.5507/jtie.2010.011.
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Kamper-Warejko, Joanna. "Poradnik Piotra Krescencjusza jako tekst użytkowy." Studia z Filologii Polskiej i Słowiańskiej 46 (September 25, 2015): 43–56. http://dx.doi.org/10.11649/sfps.2011.003.
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Petrus Crescentius’s Guide-Book as a utilitarian text The article is based on the materials constituting the second edition of the Polish version of the Italian agronomist’s guide-book titled O pomnożeniu i rozkrzewieniu wszelakich Pożytkow Kśiag Dwoienaście: Ludźiom Stanu káżdego, ktorzyby śię uczciwym Gospodárstwem báwili, wielce potrzebne á pożyteczne (About Multiplication and Distribution of all Benefits of Twelve Books: For the People of Each Position Who Would Deal With Honest Economy, Very Necessary and Useful) dating back to the year 1571. The author made an attempt to present the selected properties of the work, which compose a specific style of the guide-book text. From the excerpted stylistic means – of more than 700 columns – subordinated to the didactical purpose of the guide-book, the lexical stylistic means, directive structures, modal verbs and specific structures contained in the recipes of mixtures, infusions, and preserves were derived. Certain formulas are well known from other natural science texts, for example, herbariums. On the basis of the presented material, the Polish translation of Petrus Crescentius’s Guide-Book was placed among the works that were written in the didactic-scientific style.
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Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (2020): 33. http://dx.doi.org/10.3390/educsci10020033.
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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.
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Wrede, Olga. "Legal Text in Terms of Didactics in Specialized Translation." XLinguae 9, no. 1 (2016): 59–82. http://dx.doi.org/10.18355/xl.2016.09.01.59-82.
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Prauzner, Tomasz. "INTERACTIVE COMPUTER SIMULATION AS A RESPONSE TO CONTEMPORARY PROBLEMS OF TECHNICAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 579. http://dx.doi.org/10.17770/sie2016vol2.1415.
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The theory of teaching, commonly referred to as didactics, is gaining increasing recognition in the work of a teacher immersed in the present-day reality of education. It appears right to assume that familiarity with the changing world should inspire innovativeness aimed to eliminate unnecessary or inadequate phenomena. For this reason, it is advisable to treat didactics as a theoretical discipline with practical implications for teachers, especially in the process of transforming and perfecting the educational system to make it meet the real social and economic challenges. The paper presents empirical studies conducted in the period 2010-2015 among full-time and weekend students of Safety Engineering at Jan Dlugosz University in Czestochowa, Poland. The studies were aimed to test the hypothesis that using deterministic computer simulations in the didactic process fosters learning effectiveness in the field of technological education as compared to traditional methods applied in a laboratory. The investigation employed extended methodology including verifying detailed hypotheses by means of empirical studies proved to be significant by the c2 (chi-squared) test. It was also situated within the general theory of education, additionally addressing the postulates of constructivist and cognitivist paradigms of learning.
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Raikhelgauz, Leonid B. "Factors of academic resistance formation." Yaroslavl Pedagogical Bulletin 1, no. 118 (2021): 29–36. http://dx.doi.org/10.20323/1813-145x-2021-1-118-29-36.
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The article is devoted to the analysis of factors for forming academic resilience, defined by the author as students’ ability to cope with educational tasks successfully, despite the failures and problems typical of the usual course of study. While considering the educational process through the prism of forming this result, the author determines not so much the acquisition of knowledge as the complex development of the personality, but the formation of superimposed skills necessary for solving life problems. The article provides evidence that academic residency contributes to the formation of the personality of learners and the development of such vital qualities as the ability to control their efforts and achieve planned results. Factors for the formation of academic resistivity are considered in the hierarchy. The change of educational targets in accordance with the challenges of the post-industrial era is considered as a system-forming factor, the concept of metacognitive is called an epistemological factor, didactic factors include: didactic content, didactic relationships and academic productivity of students. The theoretical and practical significance of the materials of the article is due to the isolation, justification and description of the drivers of academic resistance development, which determine the nature and individual features of this process. The analysis of the author's own pedagogical experience allows us to argue that the result of the combined action of the factors described in the article is students’ ability not to fear errors, to build and test hypotheses, to rely on logic and think beyond frames. This article continues the discussion started earlier on the pages of Yaroslavl Pedagogical Bulletin journal and within the framework of the activities of the inter-university research center «New Didactics» on issues of methodology and practice in the field of didactics of pedagogical education and higher education in general.
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Fabula, Szabolcs. "Głodkowska, J. – Gasik, J. M. – Pągowska, M. (eds.) (2017): Studies on Disability. International Theoretical, Empirical and Didactics Experiences." Tér és Társadalom 33, no. 4 (2019): 197–203. http://dx.doi.org/10.17649/tet.33.4.3198.
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Firestone *, William A., Lora Monfils, and Roberta Y. Schorr. "Test preparation in New Jersey: inquiry‐oriented and didactic responses1." Assessment in Education: Principles, Policy & Practice 11, no. 1 (2004): 67–88. http://dx.doi.org/10.1080/0969594042000209001.
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Bulgakov, Oleg, and Anna Dedikova. "Testing educational achievements: from knowledge test to test of understanding." Vestnik of the St. Petersburg University of the Ministry of Internal Affairs of Russia 2020, no. 2 (2020): 183–90. http://dx.doi.org/10.35750/2071-8284-2020-2-183-190.
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The article presents the results of author’s research in the field of assessing the formation of competencies of students in educational institutions of higher education using test technologies. The analysis carried out in the context of pedagogical qualimetry allows us to draw conclusions about the high didactic potential of individual test tasks with the ordering of answers. The study of the features of the application of test technologies in the formation of funds for assessment tools for ongoing educational programs of higher education revealed the advantage of this tool, expressed in the form of the ability to differentiate grades de-pending on the didactic goals of the test and the depth of control of educational achievements. In the article, it is scientifically grounded that the use of single test tasks with ordering of answers, unlike other types of tests (for example, with a single choice, multiple choice, establishing compliance, establishing a sequence), provides the developer with significantly more possibilities in forming grading scale and at the same time provides it with more interesting for analysis results of monitoring student performance. The authors of the article obtained initial analytical data, with the help of which quantitative characteristics can be calculated, which, together with the relevant criteria, can evaluate the success of the test solution. The method of questioning students who were trained according to the advanced training program of the faculty “Innovative Educational Technologies” received estimates of various types of test items, it was confirmed that the development of tests based on single test items with ordering of answers requires not only deep knowledge in his subject, but also creative abilities and general outlook. Recommendations on the introduction of test technologies in the educational environment are given.
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Munkácsy, Katalin. "Research studies in didactics of mathematics supported by the Operant Motive Test." Teaching Mathematics and Computer Science 10, no. 1 (2012): 153–73. http://dx.doi.org/10.5485/tmcs.2012.0300.
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Małek, Arkadiusz, and Tomasz Łusiak. "Interactive test stand for electric vehicle components." AUTOBUSY – Technika, Eksploatacja, Systemy Transportowe 20, no. 1-2 (2019): 93–98. http://dx.doi.org/10.24136/atest.2019.014.
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The article discusses an interactive stand for testing the components of electric vehicles. They can also be used in the didactics of technical subjects such as vehicle construction and vehicle diagnostics with a focus on hybrid or full electric vehicles. The article discusses the individual components of the research stand and presents examples of their use in research and teaching. Particular attention was paid to the components responsible for energy storage on-board the vehicle and the charging process of the lithium-ion battery.
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PREXTOVÁ, Tatiana. "MATHEMATIC EDUCATION'S DIDACTIC TESTS IN THE PROGRAM HOT POTATOES OF THE THEME SOLVING LINEAR EQUATIONS." Journal of Technology and Information 3, no. 1 (2011): 72–76. http://dx.doi.org/10.5507/jtie.2011.015.
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Tu, Yu-Ching, Yi-Jung Lin, Jonathan W. Lee, and Lir-Wan Fan. "Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course." Journal of Nursing Education 56, no. 11 (2017): 683–87. http://dx.doi.org/10.3928/01484834-20171020-09.
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Slater, Michael D., David B. Buller, Emily Waters, Margarita Archibeque, and Michelle LeBlanc. "A Test of Conversational and Testimonial Messages versus Didactic Presentations of Nutrition Information." Journal of Nutrition Education and Behavior 35, no. 5 (2003): 255–59. http://dx.doi.org/10.1016/s1499-4046(06)60056-0.
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Narayanan, Sareesh Naduvil, Iffath Ahmed, Batul Saherawala, Fatmaelzahraa Foud, and Tarig Hakim Merghani. "Appraisal of a novel pedagogical approach to demonstrating neuromuscular transmission to medical students." Advances in Physiology Education 45, no. 3 (2021): 580–88. http://dx.doi.org/10.1152/advan.00221.2020.
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Although traditional didactic lecturing is the principal instructional approach used in numerous medical schools, this method has several limitations. Experiential learning approaches place students in the center of the learning process and creates a positive and supportive classroom learning environment. In this article, we propose an active pedagogical approach for teaching a basic physiology concept, namely, neuromuscular transmission (NMT), and we evaluate the effectiveness of this approach among undergraduate medical students. One-hundred forty-two undergraduate medical students were involved in this study ( cohort A, n = 62; cohort B, n = 80). Cohort A received a didactic lecture on NMT and subsequently tested their knowledge of the topic via test 1, after which their perceptions of didactic lectures were recorded. The students were then asked to participate in a touch-and-go (TAG) active-learning session regarding NMT, after which their learning was subsequently tested by taking test 2. Their perceptions about the TAG game were also recorded. Students in cohort B were first administered test 1 regarding NMT. Then, they were asked to attend a didactic lecture blended with a TAG active-learning session, after which test 2 was administered, and their perceptions were recorded. Both the didactic lecture and active learning sessions facilitated student learning regarding the concepts involved in NMT. A comparison of the lecture followed by the game used in cohort A with the game blended lecture used in cohort B revealed no significant differences. However, both formats created a positive influence on students’ interest in learning the concept, and the students preferred active learning over didactic sessions alone.
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M, Shruthy K. "A comparative study of the effectiveness of problem-based learning versus tutorials in first-year MBBS students." Medpulse International Journal of Anatomy 19, no. 2 (2021): 20–24. http://dx.doi.org/10.26611/10011922.
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Background: Anatomy is one of the basic subjects a first- year of M.B.B.S student has to learn. It is the keystone to the foundation of the medical curriculum. Knowledge of Anatomy is extensively related in context to almost every aspect of the Medical Curriculum and practice of medicine. Hence it needs to be taught and learned efficiently by medical graduates. The current study aims to record and analyze the effect of teaching methodologies like problem-based learning (PBL) and tutorials when combined with didactic lecture among first -year medical undergraduate students. Materials and Methods: This comparative study was done at A.C.S Medical College and Hospital .150 first- year M.B.B.S students had given consent to participate in the study. All students attended to didactic lectures. They were randomly split into 2 groups (Group A and Group B-75 in each). Group A and B were further divided into 3 small groups (25 students in each). Both groups are to undergo tutorial and PBL sessions for 4 selected topics in Gross Anatomy of Abdomen during the practical session. A Pre-test followed by a post-test was given to compare the knowledge acquired by the students. Self-administered feedback was taken to understand the preferred methodology. Results: On data analysis, the paired T showed a significant difference between the means of Pre-test and Post-test marks (P=.001) in both the groups exposed to didactic lectures with tutorials and didactic lectures with PBL, thus indicating that knowledge acquired in both teaching-learning methods was of significance. Knowledge gained in didactic lectures with PBL was significantly higher (P=0.001) than from didactic lectures with tutorials. 76% of students preferred and accepted PBL as a better teaching methodology Conclusion: The current study clearly states with PBL is more effective in terms of critical thinking and concept building. However, students want both PBL and tutorial sessions to be included along with didactic lectures.
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Rangel Peinado, Carlos Luis, Henry de Jesús Gallardo Pérez, and Mawency Vergel Ortega. "Didactic engineering in the development of numerical thinking." Revista Boletín Redipe 9, no. 9 (2020): 140–46. http://dx.doi.org/10.36260/rbr.v9i9.1072.
Full textAbstract:
The development of numerical thinking in primary education is an important aspect of children's mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children.