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Relevant bibliographies by topics / Disciplinary didactic autonomy

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Academic literature on the topic 'Disciplinary didactic autonomy'

Author: Grafiati

Published: 31 May 2025

Last updated: 31 July 2025

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Journal articles on the topic "Disciplinary didactic autonomy"

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Golikov, Alexander. "The Problem of Theorizing On / Of Sociology and Problematization of Sociological Theory." Visnyk V. N. Karazin Kharkiv National University. Series "Sociological studies of contemporary society: methodology, theory, methods", no. 45 (December 1, 2020): 7–15. http://dx.doi.org/10.26565/2227-6521-2020-45-01.

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The article analyzes the problems of theorizing in modern sociology, limitations and problems that sociologists face when building a sociological theory in modern conditions. Author explores the different modes of practice and reproduction of theory in academic sociology. Problems of the status of theory in modern sociology, its academic, didactic and social representations are analyzed. It is emphasized that the service, subordinate, limited position of fundamental interpretations in the modern sociology’s structure is dangerous for the (re)production of sociology as it is. Author classifies

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Pauletti, Jéssica, and Sandra Maria Wirzbicki. "Da concepção à concretização: o caso da contextualização no ensino de Biologia entre os professores de Biologia na Educação no Campo." Cadernos CIMEAC 5, no. 2 (2015): 21. http://dx.doi.org/10.18554/cimeac.v5i2.1505.

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As discussões em torno da Educação no Campo (EC) são recentes e revelam diversos olhares a esse espaço. Este artigo trata de recorte de pesquisa desenvolvida durante o trabalho de conclusão de curso (TCC) de Ciências Biológicas da Universidade Federal da Fronteira Sul (UFFS-Campus Realeza/PR). O estudo voltou-se às compreensões sobre a concepção de contextualização no ensino entre quatro professores de Biologia na microregião de Francisco Beltrão/PR, contemplando três escolas do Ensino Médio da EC. A metodologia baseou-se em pesquisa bibliográfica e entrevista semi-estruturada aberta, sendo qu

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Viegas, Luís Sebastião. "Between knowledge and skills in teaching design courses in architecture integrated in Bologna." Joelho Revista de Cultura Arquitectonica, no. 4 (November 1, 2013). http://dx.doi.org/10.14195/1647-8681_4_38.

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In the teaching of design in architecture courses integrated in Bologna becomes evident the central importance of the student in the teaching/learning process. If the antinomy process/product is recurrent in didactic and pedagogical atmosphere in our historical context and teaching experience, others seem to arise with greater acuity, interest and additional platforms to enriching the debate, such as the relationship between problem/solution, knowledge/skills and experience/awareness. In these scenarios of antinomic problematic is important to understand the special role of the teacher and stu

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Hall, Karen, and Patrick Sutczak. "Boots on the Ground: Site-Based Regionality and Creative Practice in the Tasmanian Midlands." M/C Journal 22, no. 3 (2019). http://dx.doi.org/10.5204/mcj.1537.

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IntroductionRegional identity is a constant construction, in which landscape, human activity and cultural imaginary build a narrative of place. For the Tasmanian Midlands, the interactions between history, ecology and agriculture both define place and present problems in how to recognise, communicate and balance these interactions. In this sense, regionality is defined not so much as a relation of margin to centre, but as a specific accretion of environmental and cultural histories. According weight to more-than-human perspectives, a region can be seen as a constellation of plant, animal and h

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Ingrid Paoletti and Maria Pilar Vettori. "Heteronomy of architecture. Between hybridation and contamination of knowledge." TECHNE - Journal of Technology for Architecture and Environment, May 26, 2021, 16–20. http://dx.doi.org/10.36253/techne-11015.

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«For a place to leave an impression on us, it must be made of time as well as space – of its past, its history, its culture» (Sciascia, 1987). Architecture is one the many disciplines which, due to their heteronomous nature, aspire to represent the past, present and future of a community. Just as the construction of buildings is not merely a response to a need, but rather an act that incorporates the concrete translation of desires and aspirations, so too do music, philosophy, and the figurative arts reflect contemporary themes in their evolution. The fragmentation of skills, the special

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Ingrid, Paoletti NA, and Pilar Vettori NA Maria. "Heteronomy of architecture. Between hybridation and contamination of knowledge." November 17, 2021. https://doi.org/10.36253/techne-11015.

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«For a place to leave an impression on us, it must be made of time as well as space – of its past, its history, its culture» (Sciascia, 1987). Architecture is one the many disciplines which, due to their heteronomous nature, aspire to represent the past, present and future of a community. Just as the construction of buildings is not merely a response to a need, but rather an act that incorporates the concrete translation of desires and aspirations, so too do music, philosophy, and the figurative arts reflect contemporary themes in their evolution. The fragmentation of skills, the special

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Dissertations / Theses on the topic "Disciplinary didactic autonomy"

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El, Hajjar Darine. "Autonomie des élèves en physique ou en chimie et son développement : croyances des enseignants libanais de terminale scientifique." Electronic Thesis or Diss., Brest, 2025. http://www.theses.fr/2025BRES0008.

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Dans notre étude doctorale, nous considérons que la promotion de l'autonomie en physique et en chimie et son développement découle du rôle de l’enseignant. Au Liban, favoriser l'autonomie des élèves est un objectif général de l’enseignement des sciences. Mais cette préconisation institutionnelle n’est jamais précisément définie. Notre thèse vise à comparer les croyances des enseignants de physique et de chimie des lycées publics libanais sur l'autonomie de leurs élèves en terminale scientifique. Le cadre inclut les croyances des enseignants ainsi que le cadre d’analyse AtA2d (Autonomie transve

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