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Journal articles on the topic 'Didactism'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 April 2022

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1

McGrath, Michael, and Ricardo Castells. "Fernando de Rojas and the Renaissance Vision: Phantasm, Melancholy, and Didactism in "Celestina"." Rocky Mountain Review of Language and Literature 56, no. 1 (2002): 98. http://dx.doi.org/10.2307/1348018.

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2

Smoleń-Wawrzusiszyn, Magdalena. "Jędrzej Śniadecki jako publicysta. Uwagi językoznawcy." Białostockie Archiwum Językowe, no. 9 (2009): 303–22. http://dx.doi.org/10.15290/baj.2009.09.21.

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The aim of this article is to present Jędrzej Śniadecki`s journalistic writings as texts representative of the satirical undercurrent of Lithuanian literary works at the turn of XVIIIth and XIXth centuries. The writing activity of Śniadecki was closely connected with the functioning of Towarzystwo Szubrawców – the group of intelligentsia and landlords representatives. These intellectuals from 1816 to 1822 published sociocultural articles in their press organ “Wiadomosci Brukowe”. The didactic strategy of the publicist under discussion manifests itself in various realizations. Its holistic dime

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3

Medenou, Cossi Basile. "Moratín’s Didactism in His Book El Sí De Las Niñas: Critical and Contextualized Study." South Asian Research Journal of Humanities and Social Sciences 4, no. 1 (2022): 11–25. http://dx.doi.org/10.36346/sarjhss.2022.v04i01.002.

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We undertake this study on the Spanish Enlightenment Age book El sí de las niñas, in order to analyze the marriage of convenience or interest and its inconveniences in it, assess the issue in the current African context and propose solutions for the crises generated by this social phenomenon and for the safeguarding of the virtuous in our matchmaking customs. We do it through a socio-critical approach and through objective, comparative, aesthetic and analytical methods. From which the results stand out, according to which Leandro Fernández de Moratín denounces in his comedy the marriage arrang

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4

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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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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Vinkler, Jonatan. "Komenský in »čas skrajnosti« pri Slovencih 1: Velika didaktika in Komenský v zadnji izdaji." Stati inu obstati, revija za vprašanja protestantizma 16, no. 32 (2020): 333–53. http://dx.doi.org/10.26493/2590-9754.16(32)333-353.

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Komenský and “Age of Extremes” among Slovenes 1: Didactica magna (The Great Didactic) and Komenský in its latest Edition The discussion presents a semantic, rhetorical, historiographical, methodological and editorial analysis of the only edition of Jan Amos Komenský’s fundamental work in the modern Slovene language—Didactica magna or The Great Didactic (Sl. Velika didaktika, Novo mesto, 1995)—that was met with reception (i.e., was accessible to the public). The analysis suggests that this edition—for reasons unexplained—lacks the basic determinants of scientific work and thus cannot be a valid

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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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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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9

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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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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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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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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13

Colomb, Jacques. "School knowledge and didactic analysis: A research perspective in comparative didactics." Instructional Science 27, no. 1-2 (1999): 53–71. http://dx.doi.org/10.1007/bf00890684.

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14

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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15

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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16

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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17

Krulj, Jelena, and Slađana Vidosavljević. "Traditional teaching systems in didactic theory." Zbornik radova Uciteljskog fakulteta Prizren-Leposavic, no. 14 (2020): 241–51. http://dx.doi.org/10.5937/zrufpl2014241k.

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During the historical development of didactic theory and teaching practice, numerous systems have been developed to determine the structure of work in teaching. The term system is a word of Greek origin and means attitude or order. Today, the term system is defined in different ways. It is defined as a set of elements whose mutual relations are based on certain laws or principles. The term didactics is also of Greek origin and originally means teaching, today we know that didactics is the science of teaching. There is no consensus in the didactic literature on what is meant by the term didacti

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18

Budiman, Hary Ganjar. "REPRESENTASI TENTARA DAN RELASI SIPIL-MILITER DALAM SERIAL PATRIOT." Patanjala : Jurnal Penelitian Sejarah dan Budaya 10, no. 1 (2018): 115. http://dx.doi.org/10.30959/patanjala.v10i1.332.

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Penelitian ini mencoba membedah muatan ideologis yang terdapat dalam serial televise Patriot. Selain itu, penelitian ini juga membaca representasi tentara dan hubungan sipil-militer yang terlihat dalam serial tersebut. Serial Patriot dinilai penting karena menjadi serial televisi pertama yang mengangkat kisah militer sejak jatuhnya Orde Baru pada 1998. Serial Patriot dalam penelitian ini dilihat sebagai media massa yang merefleksikan nilai atau norma dalam masyarakat. Penelitian ini menggunakan pendekatatan kualitatif dengan memakai konsep codes of television yang dikemukakan oleh John Fiske.

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19

Rasmussen, Klaus. "The direction and autonomy of interdisciplinary study and research paths in teacher education." Journal of Research in Mathematics Education 5, no. 2 (2016): 158. http://dx.doi.org/10.17583/redimat.2016.1753.

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This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through the investigation of a generating question concerning the illness diabetes. The resulting interdisciplinary knowledge as evidenced through students written diaries is analysed using the Anthropologic Theory of the Didactic and shows the challenge of combining two disciplines and their didactics at the same time. Tw

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20

Martini, Berta, Marisa Michelini, Alberto Stefanel, and Monica Tombolato. "Prospective Teachers’ Representations on the Concept of Force." Education Sciences 11, no. 10 (2021): 614. http://dx.doi.org/10.3390/educsci11100614.

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We present a study on teacher education and, in particular, on Physics. Our assumption is that General Didactics and Disciplinary Didactic constitute two fundamental components of teachers’ professional development and therefore both must be used to interpret didactic phenomena adequately. This research involves a sample of 274 prospective teachers, enrolled in the Primary Education Sciences degrees in three Italian Universities (Milano Bicocca, Udine, Urbino,). It concerns the study of the spontaneous representations produced by students to foster understanding of the force concept and on the

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Yakovleva, E. V., and R. V. Agadzhanyan. "Modern English Language Didactics: Aspects of Dialectics and Analisis." MGIMO Review of International Relations, no. 1(28) (February 28, 2013): 13–17. http://dx.doi.org/10.24833/2071-8160-2013-1-28-13-17.

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The article offers a review of the most important trends in language didactics as revealed by the consistent development of academic thought in the field over the period of 20th-21st centuries. The aforesaid process has laid foundations for modern didactic practices in foreign language teaching, as it addresses media and competence approaches to cross-cultural understanding of functional characteristics, highlighting the new generation didactic materials.

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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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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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Steć, Małgorzata, and Małgorzata Maria Kulik. "The Psycho-Didactic Approach in Religious and Moral Education. Towards Personal Growth and Positive Mental Health of Students." Religions 12, no. 6 (2021): 424. http://dx.doi.org/10.3390/rel12060424.

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The psycho-didactic approach in education is becoming more and more popular. Its supporters emphasize the great values that are associated with the implementation of this approach to various fields of science and school subjects. The greatest value of the psycho-didactic approach is supporting the personal growth of the learner by respecting the developmental factors involved in each subject’s learning processes. Psycho-didactics could also be used in the design of core curricula and their implementation in the field of religious, ethical, and moral education. By supporting personal developmen

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Wouters, Dinah. "Envisioning Divine Didactics: Didactic Strategies in the Visionary Trilogy of Hildegard of Bingen." Sacris Erudiri 54 (January 2015): 235–63. http://dx.doi.org/10.1484/j.se.5.109687.

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Weber, Daniel J., Dara V. F. Albert, Bhooma R. Aravamuthan, Miya E. Bernson-Leung, Danish Bhatti, and Tracey A. Milligan. "Training in Neurology: Rapid implementation of cross-institutional neurology resident education in the time of COVID-19." Neurology 95, no. 19 (2020): 883–86. http://dx.doi.org/10.1212/wnl.0000000000010753.

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In-person resident didactics are traditionally limited to the faculty within a single institution. Tele-education efforts have been implemented in neurology to various degrees historically, but the coronavirus disease 2019 (COVID-19) pandemic has necessitated a broad and immediate overhaul in neurology didactic training. To respond to the immediate need for resident didactics, we created a rapid onset, volunteer tele-education didactic series publicized on online forums to the American Academy of Neurology A.B. Baker Section via Synapse and the Women Neurologists Group via Facebook. We describ

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Ligozat, Florence, Eva Lundqvist, and Chantal Amade-Escot. "Analysing the continuity of teaching and learning in classroom actions: When the joint action framework in didactics meets the pragmatist approach to classroom discourses." European Educational Research Journal 17, no. 1 (2017): 147–69. http://dx.doi.org/10.1177/1474904117701923.

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One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract, milieu, mesogenesis, topogenesis, chronogenesis) and categories used in the pragmatist approach of classroom discourse analysis (practical epistemology and epistemological moves). We combine both frameworks to feature different types of breaches in the

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Hårstad, Stian. "«[…] en enkel og saklig innføring i norsk språkhistorie» Språkhistorie som norskdidaktisk emne – et faghistorisk utsyn." Acta Didactica Norge 10, no. 3 (2016): 9. http://dx.doi.org/10.5617/adno.2852.

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Artikkelen tar for seg språkhistorie som norskdidaktisk emne i et faghistorisk perspektiv. På grunnlag av en lang rekke styringsdokumenter (læreplaner og studieplaner) og fagdidaktisk og disiplinfaglig litteratur undersøkes hvordan språkets historiske dimensjoner har blitt tematisert som kunnskapsområde. Et hovedfunn i denne gjennomgangen er at det historiske (eller historiserende) lengdesnittet har vært til stede gjennom hele 1900-tallet og fortsatt finnes i gjeldende læreplan – om enn med temmelig varierende vektlegging og detaljering. Læreplanene har i stor grad overlatt til praktikerne (læ

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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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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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Ladage, Caroline, and Cécile Redondo. "Tensions entre projet didactique et injonctions pédagogiques : analyses praxéologiques en Éducation au développement durableTensions between didactic project and pedagogical injunctions: praxeological analyzes in education for sustainable development." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 4 (2020): 487–503. http://dx.doi.org/10.23925/1983-3156.2020v22i4p487-503.

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RésuméL’intégration dans les programmes scolaires français d’enseignements visant une éducation au développement durable (EDD) à tous les niveaux et dans toutes les disciplines constitue un défi important pour le système scolaire. Cette intégration est en effet officiellement associée à une double injonction de mise en question des didactiques disciplinaires traditionnelles et de renouveau pédagogique. Les projets didactiques et les modes pédagogiques qui ont émergé depuis maintenant dix ans dans le cadre d’une telle EDD engendrent des difficultés aussi bien didactiques que pédagogiques auxque

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

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The article describes the didactic and technical support of the educational activity of the pupils of the children's choreographic team as a set of didactic and technical components. The didactic component provides videos of educational and general information content (videos of lessons, exercises, concert numbers, performances, etc.) using creolized media texts. The technical component is represented by the cloud-based YouTube service as a modern platform for hosting and openly accessing educational and general-purpose video content.Development of didactic and technical support was based on t

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Szyling, Grażyna. "O informacji zwrotnej i jej relacjach z uczeniem się. Ku dydaktycznej refleksji nad perspektywą zmiany w kształceniu akademickim w Polsce." Kwartalnik Pedagogiczny 63, no. 3 (249) (2018): 122–37. http://dx.doi.org/10.5604/01.3001.0012.7435.

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In the considerations undertaken in the text I focus on the popular model of feedback, which is assigned the power of transforming teaching into effective learning. I assume that feedback – similarly to each didactic activity or means – is a social and cultural construct, and this is why in the analyses I refer to the multiplicity of theoretical educational concepts and the practical dimension and social context of tertiary education. This embeds the approach taken in the interpretative reasoning on didactics and the critical view on the considerations implemented. Results from the analyses pr

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Pavko, Anatolii, and Lyudmyla Kurylo. "Creative potential of Jan Amos Komensky’s universal scientific and pedagogical heritage." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 156–65. http://dx.doi.org/10.30970/vpe.2021.35.11321.

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The article emphasizes that J. A. Komensky as one of the creators of the modern pedagogical system showed himself in his numerous works as a passionate and consistent supporter of education general democratization. For the first time in the history of world pedagogical thought he created a system of rational and progressive didactics, substantiated the significant influence of native language on training and education. From the standpoint of democracy and humanism, he made a profound and substantiated critical analysis of the entire medieval and scholastic system of education. He thoroughly st

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Tarkhanova, Irina Yu, Marina A. Zaitseva, and Vera M. Pyatunina. "DISTANCE LEARNING IN UNIVERSITY: NEW DIDACTIC SOLUTIONS." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 53–60. http://dx.doi.org/10.20323/1813-145x-2020-5-116-53-60.

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The article is devoted to understanding the processes of higher education modernization associated with the forced mass transition of Russian universities to a distance learning format in connection with measures to prevent a new coronavirus infection. The purpose of this article is to analyze the foundations and meanings of modernizing didactic solutions for distance learning. From the point of view of post-non-classical methodology, the grounds for modernizing didactic solutions in distance educational interaction are analyzed. The analysis of the challenges of the era of universal distance

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Pieklarz-Thien, Magdalena. "O różnicach w opisie języka językoznawstwa i glottodydaktyki – przyczynek do dyskusji." Linguodidactica 25 (2021): 175–95. http://dx.doi.org/10.15290/lingdid.2021.25.13.

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The paper attempts to provide some reflections on language and its description in a foreign language lesson, and to examine potential sources of the discrepancies existing in linguistic and didactic approaches to language description. Firstly, the contemporary conception of the relationship between the two disciplines has been outlined, which is crucial for grasping and understanding the sources of these differences in perceiving and describing language as a common object of the research. Then, a discussion concerning the sources of differencesin the language description between linguistics an

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Prauzner, Tomasz. "Analysis of the Results of the Pedagogical Research and Eeg in the Aspect of Effective Modern Teaching Aids in the Technical Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 4 (May 18, 2015): 480. http://dx.doi.org/10.17770/sie2015vol4.414.

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<p class="IATED-Affiliation">The development of computer technology is reflected in among other things, the development of modern didactics. Current pedagogy and media education, as a fast developing discipline of general pedagogy, is a topic of a number of studies. Applying the modern multimedia aids at various stages and in various types of education is considered as an indispensable element of modern didactics, due to new opportunities the modern media offers. The paper deals with didactic innovations based on research conducted within pedagogy on the observable social changes induced

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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 stude

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Kagermazova, Laura, Zarema Masaeva, and Tsiala Kalmanova. "Dialogue as a technology for initiating sense-formation in the practice of the educational process of higher education." SHS Web of Conferences 70 (2019): 01009. http://dx.doi.org/10.1051/shsconf/20197001009.

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The analysis of modern psychological and pedagogical studies of dialogue as a technology for initiating meaning in the educational process of higher education, as well as the psychological components of dialogue, its didactic content in the meaning of students. Moreover, the dialogue functions in the process of the created semantic field, which forms the intentional, value-semantic, affective components of the student’s personality, which allows us to consider dialogue as a true source of actualization of personal potentials in the educational process. Semantic didactics gives a metaphorical d

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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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Hubená, Kristýna, Vladimír Süss, and Irena Čechovská. "Diagnostics of Didactic Competencies of Students of Faculty of Physical Education and Sport." Acta Facultatis Educationis Physicae Universitatis Comenianae 59, no. 2 (2019): 214–23. http://dx.doi.org/10.2478/afepuc-2019-0019.

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Summary Physical education has been the subject of research for a long time. Research focuses most often on the use of time to get pupils to move actively or on their physical load during a lesson. The evaluation of the didactic interaction of the teaching student - pupil(s) is also an essential area of research. The aim of the paper is to introduce the MADI method and its subsequent use in the evaluation of didactic outputs of teaching students in subjects focused on the didactics of swimming. The method Analysis of Didactic Interaction (ADI) has been modified to assess didactic interactions

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Artigue, Michèle. "Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (2021): 25–64. http://dx.doi.org/10.23925/1983-3156.2020v22i3p025-064.

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RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénie

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Artigue, Michèle. "Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?" Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, no. 3 (2021): 25–64. http://dx.doi.org/10.23925/1983-3156.2020v22i3p025-064.

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RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénie

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나현규 and BYUNG-SEONG LEE. "The Research of Comenius' Teaching and Learning Principles through the Structure of Great Didactic(Didactica Magna)." SECONDARY EDUCATION RESEARCH 59, no. 3 (2011): 697–728. http://dx.doi.org/10.25152/ser.2011.59.3.697.

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Pecina, Pavel, and Ivo Svoboda. "Selected Issues in Didactics of Technical Subjects: Didactic Approaches to Defining and Structuring Technical Subjects As a Scientific and Academic Discipline." Lifelong Learning 4, no. 1 (2014): 23–44. http://dx.doi.org/10.11118/lifele2014040123.

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The present survey study aims to present the results of the authors’ work and own research in the area of defining and structuring didactic of technical courses with a focus on secondary technical education. The overall objective is to contribute to the issue of didactics of technical courses in the area. After defining the problem we will deal with the current state of the problem, the wider context of the issue and the concept of didactics of technical courses while implying of our own conclusions and opinions. The result can serve to specialized didacticians of technical and science subje

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Torbacki, Witold. "The use of ERP systems in didactics of higher education in the era of the concept of Industry 4.0 and Logistics 4.0." AUTOBUSY – Technika, Eksploatacja, Systemy Transportowe 20, no. 1-2 (2019): 502–7. http://dx.doi.org/10.24136/atest.2019.095.

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The article presents challenges faced by higher education didactics resulting from the development of new concepts, Industry 4.0 and Logistics 4.0. In this context, there is now a research problem in how to conduct the didactic process, to be related to the real issues of the production companies and the TSL industry that occur in the everyday life of a company. The article may be an aid in choosing a modern ERP class system for the needs of the didactic process in a higher education institution, which should support a sequence of integrated procurement processes, production and distribution o

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Serrano, Mario Corrales, José Moreno Losada, Jesús Sánchez Martín, and Francisco Zamora Polo. "Neuro-Didactics and Social Sciences: An Experience of the Application of DAS Sequence in the Geography Classroom." Proceedings 2, no. 21 (2018): 1325. http://dx.doi.org/10.3390/proceedings2211325.

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One of the points of attention of didactics in recent times is the application of knowledge that comes from neuroscience. Knowing how the human brain works and how it learns is a valuable knowledge for the design of effective didactic strategies. The present work is the result of a simple application of some of basic principles of functioning of the human brain to the design of a didactic strategy in the area of Social Sciences, and more specifically, in the field of the Geography. This strategy has been applied in crossed groups with the same academic level, with the purpose of being able to

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Ortega-Sánchez, Delfín, and Isabel María Gómez-Trigueros. "Didactics of Historical-Cultural Heritage QR Codes and the TPACK Model: An Analytic Revision of Three Classroom Experiences in Spanish Higher Education Contexts." Education Sciences 9, no. 2 (2019): 117. http://dx.doi.org/10.3390/educsci9020117.

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This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, and digital competences in the framework TPACK (Technological Pedagogical Content Knowledge). With this purpose, it specifies the didactic potential of these new technological resources in the teaching-learning of the Social Sciences, its eventual integration in the design and implementation of teach

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Videla, Carmen Burgos, Juana Pizarro Toro, Maria Teresa Fajardo, and Javiera Martinez Diaz. "Didactic Operation." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 6 (2019): 102–19. http://dx.doi.org/10.18844/prosoc.v6i6.4472.

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The case study of the Elementary Education Pedagogy program, practical axis of the University of Atacama, Copiapó, Chile (UDA), sought to generate the theoretical-methodological category Didactic Operation, as a possibility of improvement in the processes given in the practical-procedural dimension of the curriculum. The subjects of the research were seven academics related to professional training processes. The assumption that was handled is that only the curricular problem of the practical-procedural dimension of the curriculum can be approached in its complexity with analytical devices tha

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Matilainen,, Dahly, and Lilian Westerlund-Perätalo. "Looking for “Caritative Teachership”: A Journey of Exploration in the History of Ideas." International Journal of Human Caring 5, no. 2 (2001): 27–32. http://dx.doi.org/10.20467/1091-5710.5.2.27.

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This article is based on a preliminary study that is part of a research project in the field of caring-science didactics. Its purpose is to indicate which qualities are typical of the good teacher and of “caritative teachership” by surveying the views of 3 educationists in the history of ideas about teacher personality, teachership, and the teaching spirit. The authors found many ideas that can contribute to an increased understanding of caritative teachership, knowledge pertaining to caring-science didactics, and suggestions for continued research. They saw trains of thought that agreed with

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