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Journal articles on the topic 'Didactics'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Costa, Patricia Silvana Peratto. "The field of didactics." South Florida Journal of Development 6, no. 5 (2025): e5256. https://doi.org/10.46932/sfjdv6n5-027.

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Didactics concerns with teaching and learning strategies together. The strategies of teaching refer to the design, programming, elaboration and formulation of learning contents in a verbal or written form (W. Casasola, 2020). We present different didactic strategies related with teaching and learning processes. This work, offers a summary of the study and reflexion about different definitions of didactics that have appeared along the time. Describes a frame of basic knowledge about an issue that attempts to be an invitation for research, analysis, reflexion and applicability of didactics to a

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Weirer, Wolfgang, and Christine Rajic. ""… setzt eine fundierte Exegese und didaktische Aufbereitung voraus". Bibeldidaktik als disziplinenübergreifendes Projekt in der Ausbildung von ReligionslehrerInnen." Österreichisches Religionspädagogisches Forum 25, no. 2 (2017): 143–53. https://doi.org/10.25364/10.25:2017.2.17.

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&bdquo;… presume a profound exegesis & didactic preparation.” Bible didactics as a cross-disciplinary project in the education of teachers of religious education As a part of the training of teachers of religion, you can find the focus on bible didactics settled between the fields of bible science and didactics. From the cooperation of different disciplines and their teachers, a specific learning space can be created. The preconditions and options of such an interdisciplinary cooperation are described around the example of a concrete bible didactic course, which is an integral

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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 imp

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Thorén Williams, Alexina, and Maria Svensson. "Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre." Nordic Studies in Science Education 18, no. 1 (2022): 23–38. http://dx.doi.org/10.5617/nordina.8784.

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This study aimed to examine student teachers’ challenges addressed by science didactics in a fieldwork assignment at a science centre. From a teacher educator perspective, it is central to understand how student teachers’ theoretical understanding of science didactics comes into play in practice. The empirical material consists of video-stimulated reflections on teaching science at the science centre. By using a didactic model, the influence of artefacts as representations emerges as the most prominent challenge with science didactics at the science centre. This, together with the identified c

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Klarin, M. V., та I. M. Osmolovskaya. "Prospective areas of didactic research: А problem statement." Education and science journal 22, № 10 (2020): 61–89. http://dx.doi.org/10.17853/1994-5639-2020-10-61-89.

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Introduction. Current educational practice largely functions independently of didactics: decisions on the selection of content, the methods and forms of instruction are often made at different levels and in different areas of education without a conceptual substantiation. This does not necessarily mean the educators’ lack of knowledge, it rather points at the urgency of updating didactic research, including objects and phenomena that are relevant and have not been extensively studied yet.The aim of the present publication is to pose relevant problems of didactic research, based on the challeng

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Rothgangel, Martin, and Helmut Johannes Vollmer. "The Concept of General Subject Didactics." Éducation et didactique 19, no. 2 (2025): 113–24. https://doi.org/10.4000/14b8d.

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This article is a summarized presentation of the concept of general subject didactics, based on the English-language monograph General Subject Didactics. Comparative Insights into Subject Didactics as Academic Disciplines (Vollmer & Rothgangel, 2024). First, the development of general subject didactics, which is still relatively new, will be outlined. Following this, selected results of a comparative empirical study between 17 subject-didactic disciplines are presented, before general subject didactics (drawing on theoretical reflections as well as on empirical insights) is characterized a

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Artigue, Michèle, and Luc Trouche. "Revisiting the French Didactic Tradition through Technological Lenses." Mathematics 9, no. 6 (2021): 629. http://dx.doi.org/10.3390/math9060629.

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There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems,

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Ivanova, Elena, Mikhail Klarin, and Irina Osmolovskaya. "Topical directions of didactics development in the XXI century." SHS Web of Conferences 101 (2021): 03016. http://dx.doi.org/10.1051/shsconf/202110103016.

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The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an in

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Bakhtina, Olga Ivanovna, and Vadim Makarievich Monakhov. "The theoretical basis of the functioning of the methodical system of electronic education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 43–57. http://dx.doi.org/10.51314/2073-2635-2018-4-43-57.

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The article continues the analytical consideration of the idea of division of didactic science into four disciplines: «Theoretical didactics», «Applied didactics», «Experimental didactics», «Metrological didactics», focusing the reader's attention on the analysis of scientific responsibility «Applied didactics» in the forth coming creation of the state information system (GIS) and in the formation of the concept of modernization of professional activity of teachers in the conditions of the introduction of digital educational- methodical complexes instead of traditional school textbooks.

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Cabac, Valeriu. "The concept of the "Informatics Didactics" university course." Acta et commentationes: Științe ale Educației 3, no. 29 (2022): 7–20. http://dx.doi.org/10.36120/2587-3636.v3i29.7-20.

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In the article, a modern vision of the "Informatics Didactics" university course is proposed for discussion. The object of study of didactics is considered the "didactic relationship", which connects a teacher, a student and a content. The didactic relationship can be visualized through the didactic triangle. The latter "dictates" the structure of the course.

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Wickman, Per-Olof, Karim Hamza, and Iann Lundegård. "Didactics and didactic models in science education." Nordic Studies in Science Education 14, no. 3 (2018): 239–49. http://dx.doi.org/10.5617/nordina.6148.

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This article reviews what didactic models are, how they can be produced through didactic modelling and how didactic models can be used for analyses of teaching and learning and for educational designs. The article is as an introduction to this Nordina special issue on didactic models and didactic modelling in science education research.

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Fapšo, Marek. "Občanská gramotnost: Hledání základů didaktiky společenských věd a občanské výchovy." ORBIS SCHOLAE 17, no. 3 (2024): 103–21. http://dx.doi.org/10.14712/23363177.2024.10.

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The study is devoted to the reflection of possible didactic bases for the formation of didactics of social sciences and civic education. First, it offers a comparison with a more developed model of history didactics and then brings into the debate some selected aspects from current international debates − the role of the competence model, active citizenship and the position of sciences in shaping school curricula. The study sets itself two general objectives: 1) On the basis of the current state of the didactics of history, to define the general features of a successful developed didactic theo

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Rivera, Ronald, Jonathan Smart, Sangeeta Sakaria, et al. "Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era." JMIR Medical Education 7, no. 2 (2021): e25213. http://dx.doi.org/10.2196/25213.

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As part of the Accreditation Council for Graduate Medical Education requirements, residents must participate in structured didactic activities. Traditional didactics include lectures, grand rounds, simulations, case discussions, and other forms of in-person synchronous learning. The COVID-19 pandemic has made in-person activities less feasible, as many programs have been forced to transition to remote didactics. Educators must still achieve the goals and objectives of their didactic curriculum despite the new limitations on instructional strategies. There are several strategies that may be use

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Sedelmaier, Yvonne, and Dieter Landes. "A Competence-Oriented Approach to Subject-Matter Didactics for Software Engineering." International Journal of Engineering Pedagogy (iJEP) 5, no. 3 (2015): 34. http://dx.doi.org/10.3991/ijep.v5i3.4664.

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Instructors not only in higher education are regularly faced with the problem that they need to develop a new course or adapt an existing one to changed requirements. This is especially true for topics related to information technology (IT) due to the fast technological progress. Instructors, however, are not prepared really well for this task since they typically have a professional and educational background in areas different from pedagogy. Therefore, some sort of methodological framework to support the systematic development and refinement of courses would be highly appreciated. This paper

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Zelina, Miron. "DIDAKTIKA v súradniciach času." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 5 (2023): 11–18. http://dx.doi.org/10.54937/ssf.2023.22.5.11-18.

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Didactics as a living concept in pedagogy since the time of ancient Greece is taking on new dimensions today. Among the basic incentives for enriching the concept of didactics are mainly: a) the impact of ICT on didactic processes and self-regulated learning; b) interaction of the learning content of the education with the mental processes and functions of the pupils; c) school reform and Slovakia and contemporary didactics. Didactics needs a new self-definition and so definition in order to be capable of self-development.

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Kovačević, Branka. "Interdisciplinary Approach to Research in Didactics: Possibilities, Assumptions, and Challenges of Realization." Društvene i humanističke studije (Online) 8, no. 2(23) (2023): 47–60. http://dx.doi.org/10.51558/2490-3647.2023.8.2.47.

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The results of the analyses show that in addition to the differences that exist between different disciplines, there is generally a trend of an increase in the number of researches conducted as a team and a decrease in the number of individually conducted research. Therefore, the paper aimed to look at the possibilities, assumptions, and challenges of achieving an interdisciplinary approach to basic, developmental, and applied research in didactics using the method of theoretical analysis and synthesis. Basic research is applied not only in didactics, but also in disciplines closely related to

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Ferrández Arenaz, Adalberto. "General didactics and special didactics." Educar 17 (February 1, 1990): 9. http://dx.doi.org/10.5565/rev/educar.515.

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Karwasz, Grzegorz. "Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne." Studia Edukacyjne, no. 60 (March 15, 2021): 113–34. http://dx.doi.org/10.14746/se.2021.60.7.

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While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

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Hoffrogge, Jan Matthias. "Kompetenzorientierte Rechtsgeschichtsdidaktik." Zeitschrift der Savigny-Stiftung für Rechtsgeschichte: Germanistische Abteilung 139, no. 1 (2022): 325–40. http://dx.doi.org/10.1515/zrgg-2022-0014.

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Abstract Competencies and the Didactics of Legal History. Intended as an exploration, the article proves first by means of a textbook analysis that previous, rather scattered didactic considerations of legal history can be connected to models and categories of history didactics. Second, it makes a proposal to systematise learning goals in the field of legal history at the level of competencies. Third, it points out possibilities for improvement, research gaps, and questions that arise from the special perspective of history didactics.

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Kravchenko, Ol'ga. "Developing the Intercultural Communicative Competence in Modern Conditions: Neuro-Didactic Approach, Neural Networks, and Social Networks." Virtual Communication and Social Networks 2023, no. 2 (2023): 91–97. http://dx.doi.org/10.21603/2782-4799-2023-2-2-91-97.

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The article focuses on the link between neuro-didactics and the intercultural communicative competence. As an interdisciplinary field, neuro-didactics combines brain research and didactics in teaching Russian as a foreign language. The review covers relevant publications on modern scientific approaches to teaching a foreign language with the help of neuro-didactics. The author examined various issues connected with teaching Russian to foreigners to describe the most effective neuro-didactic methods of developing the intercultural communicative competence, e.g., the effect of certain hormones o

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Mileva Blažić, Milena. "Od recepcijske do sistemske didaktike književnosti." Jezik in slovstvo 60, no. 3-4 (2024): 185–90. http://dx.doi.org/10.4312/jis.60.3-4.185-190.

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The paper researches the academic path of Boža Krakar Vogel from its initial phase, when she dealt with youth literature, to its central, didactic phase, when she defined, classified and established didactics at the university level. Boža Krakar Vogel engaged in this field at three levels: academic (research), professional (textbooks) and pedagogical (mentoring postgraduate students). Initially, she helped upgrade the field of teaching methods to the didactics of literature, while also changing the didactics paradigm from that of reader-response theory to literary system theory.

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Vollmer, Helmut Johannes. "International Transfer of Knowledge: Translating Didaktik, Fachdidaktik, Allgemeine Fachdidaktik." Research in Subject-matter Teaching and Learning (RISTAL) 5, no. 1 (2022): 39–55. http://dx.doi.org/10.2478/ristal-2022-0105.

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Abstract The following contribution is divided into two parts, for reasons of space. The current article will deal with issues of translation and translatability from German into English in the field of Didaktik (didactics, subject didactics and general subject didactics). The starting point will be to gather information about the spread and acceptance of the concept of didactics as a cover term for a comprehensive theory of teaching and learning within school as an institution, in Europe and beyond. The multi-facetted reality of this concept in so many countries or educational settings and th

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Meyer, Meinert A., and Anatoli Rakhkochkine. "Wolfgang Klafki’s concept of ‘Didaktik’ and its reception in Russia." European Educational Research Journal 17, no. 1 (2017): 17–36. http://dx.doi.org/10.1177/1474904117718757.

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We take the reception of Wolfgang Klafki’s didactics in Russia as our example for the difficult relations between knowledge transfer and knowledge transformation. We start with a description, analysis and evaluation of Klafki’s two didactical models, categorical didactics and critical-constructive didactics, and then describe and evaluate their reception in Russia. The paper demonstrates that while in Germany the concept of Bildung as transformation has pushed back interest in categorical and critical-constructive Bildung, interest in Klafki’s work is increasing in the Russian Federation and i

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Martyanova, H. M. "SOME ASPECTS OF THE CONDUCT CREDIT-MODULAR LEARNING SYSTEMS." Educational Dimension 13 (May 26, 2022): 136–48. http://dx.doi.org/10.31812/educdim.5756.

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In article the didactics opportunities of introduction of elements of credit modular training in vocational training the teacher of music are considered; mechanisms of integration the general-didactic and individual-methodical are isolated. Didactics opportunities of a method of testing are analyzed during an estimation of results of performance of educational tasks.

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Seliverstova, Elena Nikolaevna. "The conceptual system of Russian didactics in the limelight of subject orientation of modern education." Педагогика и просвещение, no. 4 (April 2021): 15–27. http://dx.doi.org/10.7256/2454-0676.2021.4.37079.

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This article examines the conceptual system of didactics in the conditions of integration of the modern scientific knowledge. An attempt is made to determine the method for overcoming the current deficit of specific didactic concepts, which reflect the essence and peculiarities of the subject of didactics in the conditions of dynamically changing characteristic of the object of study &ndash; the learning process that acquires fundamentally new value and performance goals. The relevance of this topic lies in the fact that the use of solely psychological methods for description and explanati

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléme

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Jessen, Britta Eyrich, and Klaus Rasmussen. "What knowledge do in-service teachers need to create SRPs?De quelles connaissances les enseignants en exercice ont-ils besoin pour créer des SRP?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 680–93. http://dx.doi.org/10.23925/1983-3156.2020v22i4p680-693.

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AbstractIn this paper we present ideas regarding what elements of the anthropological theory of didactics in-service teachers need to design study and research paths and realise them in their classrooms. Based on preliminary experiences from other projects we try to identify crucial notions and how they can be transposed in order to support Danish in-service teachers, who has very diverse didactical knowledge.Keyword: Anthropological Theory of the Didactics, professional development, didactic transposition, Study and Research Path.RésuméDans cet article, nous présentons des idées sur les éléme

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Sorin, Cristea. "The Didactics of Optional Courses." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 54–56. https://doi.org/10.5281/zenodo.3583347.

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 The didactics of optional courses explore a number of important educational concepts that have been defined and analyzed in general didactics, general curriculum theory, and specific didactics. Thus the didactics of optional courses may become a new domain of education, based on an interdisciplinary research methodology. In this context the educational concept of school subject is explored from an epistemological perspective. At curriculum level the optional courses explore especially the necessary correlation between ‘academic courses’ and ‘school subjects’. The

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Borgogni, Antonio, Simone Digennaro, Stefania Manzo, and Erika Vannini. "TOWARDS SUSTAINABLE DIDACTICS." Exercise and Quality of Life 2, no. 2 (2010): 43–49. http://dx.doi.org/10.31382/eqol201002081b.

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&lt;p&gt;The concept of sustainability is usually linked with environmental issues. Accepting the idea of the body as an inner environment, it is possible to outline a more sustainable approach to sport didactics that doesn&amp;iacute;t jeopardise the youth&#039;s later willingness for sports. The red thread running through the theoretical references and didactic examples is a way of teaching that privileges communicative to functional/thermo dynamical aspects. The sustainable didactics is the synthesis of several methodological approaches developed in the in the field of Sport

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Mineeva, Tatyana Sergeevna, and Svyatoslav Mikhailovich Olenev. "MODERN TASKS OF THE DEVELOPMENT OF THE PRIVATE DIDACTICS OF CLASSICAL CHOREOGRAPHY: ON THE EXAMPLE OF THE METHOD OF SHOWING." Municipal education: innovations and experiment 3, no. 95 (2024): 54–59. https://doi.org/10.36871/2306-8329_2024_95_3_54.

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The problems of modern specificity and current directions of development of the private didactics of classical choreography are considered on the example of the method of showing; the possibilities of communicative, psychological, meaningful and theoretical improvement of this didactic system are determined. Goal. Identification of promising areas for the development of private didactics of classical choreography. Methodology and methods. Systemic, activity-based and functional approaches were used. Scientific novelty. The article reveals the specifics of the private didactics of classical cho

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Fokkema, Douwe. "Didactics and anti-didactics of comparative literature." Neohelicon 12, no. 1 (1985): 93–103. http://dx.doi.org/10.1007/bf02092941.

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Zhang, Ying, Tessa E. Moore, Amanda Weidner, et al. "Exploration of Remote Didactics at Rural Family Medicine Training Programs." Family Medicine 54, no. 5 (2022): 362–63. http://dx.doi.org/10.22454/fammed.2022.657132.

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Background and Objectives: Distance learning is a feasible and effective method of delivering education, especially in rural settings. Few studies focus on remote learning in graduate medical education. This study explores remote didactic practices of rural family medicine programs in the United States. Methods: We conducted an electronic survey of rural family medicine residency site directors across the United States. We completed sample analyses through descriptive statistics with an emphasis on descriptions of current didactic practices, facilitators, and challenges to implementation. Resu

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Zahiu, Mariana-Denisa. "Historical developments in general didactics and specialty didactics." Journal of Educational Theory and Practice DIDACTICA PRO... 23, no. 5-6 (141-142) (2023): 26–30. https://doi.org/10.5281/zenodo.10397738.

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Our article analyses the historical evolution of general didactics and the teaching of the speciality (with an opening towards mathematics didactics in general education , compulsory) in the modern and postmodern (contemporary) era. At this level: a) we will summarize the research results already published at the “Conference of PhD Students” in 2021, with reference to the pre-modern (Comenius) and early modern (Herbart) eras; b) we will especially analyse the progress registered in the postmodern era as a result of the contribution made by the structuralist-genetic constructivist m

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Crespo Castellanos, José Manuel, Ayar Rodríguez de Castro, and María Rosa Mateo Girona. "Trends and Perspectives in Education for Sustainable Development in the Teaching of Geography in Spain." Sustainability 13, no. 23 (2021): 13118. http://dx.doi.org/10.3390/su132313118.

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The UN’s Sustainable Development Goals (SDGs) should be known and assumed by the community of geography teachers in all levels of education as a key part of their educational work. In order for well-grounded SDGs-related geographic didactic proposals to be presented, and for researchers in didactics to find a way to incorporate and promote SDG-related contents in daily teaching, a thorough knowledge of the relevant geographical literature is mandatory. The aim of this work is to present the results of a review comprising 1183 papers submitted to the 22 congresses on the didactics of Geography

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Gidlund, Ulrika, and Lena Boström. "What is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools." International Education Studies 10, no. 5 (2017): 87. http://dx.doi.org/10.5539/ies.v10n5p87.

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Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers’ greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was compl

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Ongstad, Sigmund. "L1-Didactics and the global pressure from Anglo-Saxon New Literacies." L1-Educational Studies in Language and Literature 24, no. 2 (2024): 1–30. http://dx.doi.org/10.21248/l1esll.2024.24.2.610.

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Within Scandinavian teacher education L1-didactics and literacy have, since the 1990s, developed from delimited areas of knowledge to full academic disciplines. This scientific essay asks whether achieved L1-didactic disciplinarity is at risk encountering increased influence of New Literacies. Historical roots and further development of L1 and L1-didactics in Norway and Scandinavia, are outlined, extracted from other resources. Further relevant disciplinary concepts are problematised, in two ways, firstly facing the challenge of mediating between languages and secondly searching possible epist

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Averkov, Mikhail S., Alexander A. Popov, and Marina M. Shalashova. "DIDACTICS OF ADULT EDUCATION: THE LOGICAL FOUNDATIONS OF BUILDING A SYSTEM." Vestnik Tomskogo gosudarstvennogo universiteta. Filosofiya, sotsiologiya, politologiya, no. 82 (2024): 119–39. https://doi.org/10.17223/1998863x/82/11.

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The article describes the search for an optimal didactic system for organizing adult education. The basis for the definition of such didactics was the allocation of an optimal logical system for the organization of the educational process. In the authors’ opinion, such a system is the dialectical logic of Evald Ilyenkov, since it assumes that each unit of practical experience gained by a person is formed in the form of fixed generalized ideas about the proper model of activity. The authors analyzed five main didactic systems: the system of translation of basic knowledge, the system of facilita

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Moreno Herrera, Lázaro. "Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (2015): 161–69. http://dx.doi.org/10.13152/ijrvet.2.3.2.

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Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed "didactics" is well documented in the research literature. There is a claim in this article concerning the need to transcend the language discussion; it is indeed necessary, especially for Vocational Education & training (VET), to develop a close linkage between what some authors consider "an empirically based" side of did

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Turczyk, Małgorzata. "Kategoria praw dziecka w refleksji dydaktyki akademickiej." Kultura-Społeczeństwo-Edukacja 14, no. 2 (2018): 119–26. http://dx.doi.org/10.14746/kse.2018.14.10.

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Turczyk Małgorzata, Kategoria praw dziecka w refleksji dydaktyki akademickiej [The category of children’s rights in the reflection of academic didactics]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 119–126, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.10. This paper concerns the place and meaning of a new category of children’s rights, which also finds its place in the area of interest of academic didactics. The current approach to human rights in schooling is basically normative, thus, the present academic didactics is challenged to

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Salanci, Ľubomír. "Didactics of Programming." International Journal of Information and Communication Technologies in Education 4, no. 3 (2015): 32–39. http://dx.doi.org/10.1515/ijicte-2015-0012.

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Abstract Programming is as an important part of informatics at Slovak schools, and therefore we put focus on didactics of programming. We have observed various issues that are related to teaching and didactics of programming. These issues should be mastered by future teachers of informatics that we prepare at our faculty. In order to prepare future teachers we have designed a course of didactics of programming. For example, we have observed that our students - future teachers do not differentiate between levels of complexity when trying to teach various programming topics, or they skip importa

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Raikhelgauz, Leonid B. "Modernization of didactic theories: answer to the present challenges." Yaroslavl Pedagogical Bulletin 4, no. 121 (2021): 19–27. http://dx.doi.org/10.20323/1813-145x-2021-4-121-19-27.

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The article provides a scientific and theoretical overview of research in the field of didactics. The analysis of historical experience, foreign and domestic studies in the field of didactic theories, the author's own studies made it possible to consolidate scientific ideas and theoretical concepts for the formation of didactic systems, theories and approaches, to reflect new didactic ideas and methodological initiatives developed in response to the challenges of the present time. The materials provided in the article reflect the author's vision of solving the problem of modernizing didactic k

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Ibragimov, H. I., E. M. Ibragimova, and A. A. Kalimullina. "On the conceptual and terminological apparatus of didactics within the digital age." Pedagogicheskiy Zhurnal Bashkortostana 92, no. 2 (2021): 21–34. http://dx.doi.org/10.21510/1817-3292-2021-92-2-21-34.

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The article is devoted to the up-to-date issue on how to develop the conceptual and terminological apparatus of higher education didactics. The purpose of the article is clarify the interpretation of new terms and concepts (digitalization of education, digital education, digital learning, digital didactics, blended learning, etc.), the emergence of which is due to the era of education digitalization. As a research method, the authors used a theoretical analysis of the conceptual and terminological apparatus of didactics, generalization, comparison, interpretation. The research results are as f

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Garashkina, Natalia V., and Anastasia A. Druzhinina. "Technology of teaching future bachelors of “Pedagogical Education” programme as an object of digital didactics." Tambov University Review. Series: Humanities, no. 1 (2022): 18–26. http://dx.doi.org/10.20310/1810-0201-2022-27-1-18-26.

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The Decree of the President of the Russian Federation “On National Goals and Strategic Objectives for the Development of the Russian Federation for the period up to 2024” notes the need for the accelerated introduction of digital technologies in the economy and the educational sphere, and the role of higher pedagogical education is accordingly increasing. This actualizes changes in the structure of the system of higher pedagogical education, the transformation of its technological component, taking into account digitalization. The technology of teaching future teachers as an object of didactic

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London, Martin J., and Nikolaos J. Skubas. "Echo Didactics." Anesthesia & Analgesia 113, no. 1 (2011): 10–12. http://dx.doi.org/10.1213/ane.0b013e31821c36d4.

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Malik, Renuka, Julia L. Oh, John C. Roeske, and Arno J. Mundt. "Survey of Resident Education in Intensity-Modulated Radiation Therapy." Technology in Cancer Research & Treatment 4, no. 3 (2005): 303–9. http://dx.doi.org/10.1177/153303460500400310.

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Intensity-modulated radiation therapy (IMRT) has been gaining increasing popularity among practicing physicians in the U.S., but the extent to which radiation oncology residents are taught the principles of this technology and are trained to use IMRT remains unknown. In this paper, we assessed the current level of resident education in IMRT in the United States. Chief residents at all 77 accredited radiation oncology programs were sent a 13-question survey addressing formal didactics and hands-on experience in IMRT. The survey assessed the frequency, subject, and format of IMRT didactics. Ques

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Mosvold, Reidar, Brit Hanssen, and Janne Fauskanger. "På jakt etter fagdidaktikk i nasjonale retningslinjer for grunnskolelærerutdanningens matematikkfag." Acta Didactica Norge 10, no. 3 (2016): 6. http://dx.doi.org/10.5617/adno.2671.

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Forskriften for grunnskolelærerutdanning løfter fram fagdidaktikk som et sentralt og gjennomgående tema i utdanningen, mens mange lærerstudenter opplever at det er lite fagdidaktisk fokus i enkelte fag. En mulig forklaring på dette kan være at lærerutdannere ikke har et felles didaktisk språk og at forholdet mellom fag og fagdidaktikk ikke er avklart. I denne studien retter vi blikket mot oss selv som lærerutdannere og analyserer to av artikkelforfatternes refleksjoner omkring nasjonale retningslinjer i matematikk for GLU 1–7, når vi diskuterer hvordan ulike forforståelser preger lesingen og t

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Marhuenda, Fernando, and Alicia Ros-Garrido. "What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training." International Journal for Research in Vocational Education and Training 2, no. 3 (2015): 170–81. http://dx.doi.org/10.13152/ijrvet.2.3.3.

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Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute) in Southern Europe, for which we will use Spain as an example. We will particularly analyse from a didactical approach (taking didactics as a normative applied discipline well established in academia) the possibilities that a traditionally school-based discipline has to improve the development of voc

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Zalesskaya, Daria. "Language as an “independent unit”: Ferdinand de Saussure vs. Paul Boyer." Sign Systems Studies 50, no. 1 (2022): 133–42. http://dx.doi.org/10.12697/sss.2022.50.1.07.

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Didactics and semiotics are two fields that have been interconnected for a long time. Russian language teaching in France in the 20th century, especially in its first half, had several interesting didactic features closely related to the understanding of Ferdinand de Saussure’s theoretical conceptions. Through the works of influential Slavist professor Paul Boyer (1864–1949), some of Ferdinand de Saussure’s ideas became reflected in French didactics in a particular way, providing the basis for a new method of teaching Russian as a foreign language. The article offers an analysis of the textboo

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Zajc, Ivana. "Literarnodidaktične paradigme in najpomembnejša literarna besedila pri pouku književnosti na slovenskih gimnazijah." Jezik in slovstvo 69, no. 3 (2024): 223–36. http://dx.doi.org/10.4312/jis.69.3.223-236.

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The article presents the results of a survey conducted among Slovenian language professors in high schools, indicating a predominant emphasis on the cultural-literary didactic model that aligns with the systemic didactics of literature. Subsequent results are related to the model of personal growth, corresponding to the reception didactics of literature. The article then provides an overview of the literary texts considered by Slovenian language professors as the most important for study in high schools, primarily focusing on classic literary works by Slovenian and foreign authors.

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Hermann, Marek. "Captatio benevolentiae oraz ethos i pathos w nauczaniu języków obcych." Zeszyty Glottodydaktyczne Jagiellońskiego Centrum Językowego 12 (November 29, 2023): 37–53. http://dx.doi.org/10.4467/27204812zg.23.004.18706.

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Captatio Benevolentiae, Ethos and Pathos in Teaching Foreign Languages As didactics is a field closely related to rhetoric, many rules of the art of speaking are applicable in both didactics and glottodidactics. This paper explores the possibility of applying rhetorical rules relating to captatio benevolentiae, as well as ethos and pathos in didactic practice. Such techniques as self-advertising, arousing interest, making students aware of the benefits of the lesson, using anecdotes and humour can be applied with success in both rhetorical and didactic practice. It is likewise possible to infl

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