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Vidulin, Sabina. "Playing Instrument in Regular Music Class: Musical-Pedagogical and Didactic Implications." English version, no. 10 (October 22, 2018): 147–64. http://dx.doi.org/10.51515/issn.2744-1261.2018.10.147.
Testo completoAbstract (sommario):
The article elaborates the role and importance of introducing the activity of playing instruments in regular music class. Although represented in most previous curricula, in the 2006 curriculum playing an instrument has been given a great possibility for a qualitative realization. By studying through literature units, and interviewing teachers, the author systematized the advantages and limitations of playing instrument(s) in regular class. Also, the new model for playing instruments in class has been described.
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Kuswara, R. Didi, Essa Eqal Almazroei, and Muhamad Galang Isnawan. "Online didactical design for subtraction fractions: A didactical design research through lesson study activities." International Journal of Didactic Mathematics in Distance Education 1, no. 1 (2024): 37–46. http://dx.doi.org/10.33830/ijdmde.v1i1.7772.
Testo completoAbstract (sommario):
When the COVID-19 pandemic struck, students encountered several obstacles during their learning, including the inability to implement optimal learning strategies. Therefore, this research aimed to develop an online didactic design that could potentially reduce barriers to student learning, particularly in fraction subtraction operations. The research employed a didactical design approach. At each step of the research design, the researcher used lesson study activities to produce a good online didactic design. Participants in this research were 56 students in grades VII and VIII, aged 13 to 18 years. The researcher was the main instrument, with several additional instruments, such as online didactic design, fraction tests, interview guides, and documentation studies. We used thematic analysis to analyze data on learning barriers, and qualitative analysis to analyze implementation data. The research results revealed that students indicated that they had experienced learning obstacles with ontogenic and epistemological obstacles during the COVID-19 pandemic. Upon compiling and implementing the online didactic design, we found no evidence of learning obstacles among the students. Although students encountered difficulties when solving fraction subtraction problems, this was not due to learning factors, but rather to internal factors such as a lack of study time.
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Dennis, Vincent, Melissa Craft, Dale Bratzler, et al. "Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States." Journal of Educational Evaluation for Health Professions 16 (November 5, 2019): 35. http://dx.doi.org/10.3352/jeehp.2019.16.35.
Testo completoAbstract (sommario):
Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
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Alsulami, Naif Mastoor, Muhamad Galang Isnawan, Samsul Bahri, Imam Pakhrurrozi, and Farah Heniati Santosa. "Meaning and learning fractions: analysis of learning barriers from a mathematics teacher's perspective." Polyhedron International Journal in Mathematics Education 1, no. 1 (2023): 7–14. http://dx.doi.org/10.59965/pijme.v1i1.2.
Testo completoAbstract (sommario):
Converting mixed numbers into common fractions is one of the formula problems in learning fractions which is a problem in learning. However, not many studies have examined this conversion. In addition, there are not many studies that try to provide solutions to the conversion problem. Therefore, this study aims to identify the types of learning barriers students experience when converting mixed numbers into common fractions and provide alternative solutions to minimize these learning barriers. The research design used to achieve this goal is didactical design research (DDR). DDR was chosen because it uses the results of identifying types of learning barriers to develop didactic designs in learning fractions. The participants in this study were math teachers with 26 years of age and less than 5 years of teaching experience. The main instrument in this study was the researcher using several additional instruments, such as fraction comprehension tests, interview guides, and didactic designs. The data was then analyzed using qualitative data analysis. The results of the study revealed that students indicated that they experienced learning difficulties with different types of epistemological obstacles because they rarely start learning with everyday life problems. The solution offered in the didactical design is the use of the problem as an initial situation in learning which students will then respond to in the form of a didactical situation. The recommendations offered in this study are the implementation of the didactic design itself.
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Jatmiko, Muhammad Anang, Tatang Herman, and Jarnawi A. Dahlan. "Desain Didaktis Materi Kaidah Pencacahan Untuk Siswa SMA Kelas XI." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 1 (2021): 35–54. http://dx.doi.org/10.36269/hjrme.v4i1.464.
Testo completoAbstract (sommario):
This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers.
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Mirete Ruiz, Ana Belén, Francisco Alberto García-Sánchez, and Mª Cristina Sánchez-López. "Implicación del alumnado en la valoración de su satisfacción con las webs didácticas." Edutec. Revista Electrónica de Tecnología Educativa, no. 37 (September 20, 2011): a175. http://dx.doi.org/10.21556/edutec.2011.37.394.
Testo completoAbstract (sommario):
Presentamos el proceso y resultado del esfuerzo por implicar al alumnado universitario en la valoración de Web Didácticas. Hemos trabajado cooperativamente con alumnos y profesores, con el objetivo de conseguir un instrumento de evaluación ajustado a la percepción que ambos colectivos tienen del recurso. Nuestros resultados aportan un conjunto de ítems para valorar la satisfacción del alumnado con las webs didácticas y la comprobación de que ese recurso, desde una perspectiva didáctica, resulta muy bien valorado por el alumnado.Implication of the student body in the appraisal of his satisfaction with the use of didactic websitesAbstractWe introduce the process and the results of an effort in order to implicate the universitary student body in the appraisal of their satisfaction about the use of the didactic webs. We have worked hand to hand with students and professors, with the aim to obtain an instrument of evaluation adjusted to the perception that both groups have of the resource. Our results provide a set of items to evaluate the satisfaction of the learners with the use of didactic websites and the test that this technological resource, oriented from a didactical view, is well valued by the student body.
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Nopriana, Tri, Cita Dwi Rosita, and Diana Halbi. "Implementation of Didactical Design on Circle Material at Junior High School." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 1 (2022): 100–112. http://dx.doi.org/10.15294/kreano.v13i1.32620.
Testo completoAbstract (sommario):
This study aimed to implement a didactic situation design to overcome learning obstacles in the circumference and area of the circle. The method used is qualitative research with Didactical Design Research which goes through the last two stages, namely metapedadidactic analysis and retrospective analysis. The instrument used is a didactic situation design prepared by Rosita, Maharani, Tonah Munfi (2020) and interview guidelines. Based on the implementation results, the didactic situation that has been designed has not been able to overcome students' learning obstacles fully. In addition, a new learning obstacle appears in the concept of the circumference of a circle. Not all students can measure the length of the curvature of a circle because there are inaccurate measurement results. In this study, the didactic design was revised regarding the circumference and area of a circle based on metapedadidactic and retrospective analysis.Penelitian ini bertujuan untuk mengimplementasikan rancangan situasi didaktis sebagai upaya mengatasi learning obstacle pada materi keliling dan luas lingkaran. Metode yang digunakan adalah penelitian kualitatif dengan Didactical Design Research yang melalui dua tahap terakhir yaitu analisis metapedadidaktik dan analisis retrospektif. Instrumen yang digunakan berupa rancangan situasi didaktis yang telah disusun oleh Rosita, Maharani, Tonah Munfi (2020) serta pedoman wawancara. Berdasarkan hasil implementasi, situasi didaktis yang telah dirancang belum sepenuhnya dapat mengatasi learning obstacle siswa. Selain itu, terdapat learning obstacle baru yang muncul pada konsep keliling lingkaran yaitu tidak semua siswa mampu mengukur panjang lengkungan lingkaran karena terdapat hasil pengukuran yang kurang akurat.Pada penelitian ini, dilakukan perbaikan kembali desain didaktis mengenai konsep keliling dan luas lingkaran yang disusun berdasarkan analisis metapedadidaktik dan retrospektif.
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Steinberg, Valery E., and Dina R. Fatkhulova. "The Base as an Indispensable Didactic Instrument in Remote and Classroom-Based Formats of Teaching." Music Scholarship / Problemy Muzykal'noj Nauki, no. 2 (2022): 83–93. http://dx.doi.org/10.33779/2782-3598.2022.2.083-093.
Testo completoAbstract (sommario):
The article is devoted to study of the encumbrances arising in the remote format of preparing students of pedagogic higher educational institutions, as well as teaching pupils of village schools, according to the state mission of the Ministry of Enlightenment of the Russian Federation, as well as the proposed direction of search and experimental approbation of didactic means designed for overcoming the examined encumbrances. The article includes visual materials, which help form and shape the direction of the search for new means for the remote format of teaching, – namely, visual didactic bases in the form of logical-semantic models. The posed problem is solved in the following logical sequence: from the encumbrances arising in the remote format of teaching to the demands directed towards decreasing the formulated encumbrances, and, finally – towards a concrete fulfillment of the demands by means of didactics. Among the didactic means used is the method of logical-semantic modeling of knowledge presented in the language of the education, a package of universal teaching activities of the analytical type used during the logical-semantic modeling, as well as a symmetrical eight-channel foundation of a figurative character for placing the results of the logical-semantic modeling. An important distinction of the examined direction is the universality of the developments and tables brought in the article applicable for use while teaching various tutorial disciplines, including music.
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Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen, and Jill Whittingham Jill Whittingham. "Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, no. 2 (2013): 85. http://dx.doi.org/10.22146/jpki.25156.
Testo completoAbstract (sommario):
Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.
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Muhibban, Muhibban, Muhamad Galang Isnawan, and Abdul Aziz. "Android-based Didactical Design for Learning Lines and Angles: An Interpretive Didactical Design Research." Polyhedron International Journal in Mathematics Education 1, no. 2 (2023): 106–18. http://dx.doi.org/10.59965/pijme.v1i2.54.
Testo completoAbstract (sommario):
Lines and angles are quite important mathematical concepts. This is proven because lines and angles cannot be separated in life. However, lines and angles actually become a problem/obstacle in the classroom. The purpose of this research is to determine the description of students' learning obstacles in the material on lines and angles for class VIII MTs NW Pringgajurang, then a didactic design for learning lines and angles will be prepared. The research design used is didactical design research-interpretive. The participants in this research were Class VIII students at MTs NW Pringgajurang with an age range of 12 to 14 years. The researcher is the main instrument in this research, with several additional instruments such as tests for understanding lines and angles, student biodata, interview guides and didactic designs for lines and angles. The data analysis technique used in this research is thematic data analysis. This thematic analysis is used as a basic foundation for the analytical process in qualitative research, by paying attention to the results of the data collection carried out. The results of the research show that students experience learning obstacles with ontogenic psychological and ontogenic conceptual types. With this Android-based didactic design, it is hoped that it will be able to minimize barriers to students' learning on line and angle material at MTs NW Pringgajurang.
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Godino, Juan D., Carmen Batanero, and María Burgos. "Theory of didactical suitability: An enlarged view of the quality of mathematics instruction." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 6 (2023): em2270. http://dx.doi.org/10.29333/ejmste/13187.
Testo completoAbstract (sommario):
Characterizing and measuring the quality of instruction is a matter of growing interest in mathematics education. Based on the notion of didactic suitability and the theoretical assumptions of the onto-semiotic approach, we develop an instrument to systematically analyze the different facets involved in a mathematics instruction process. We also explore the concordances and complementarities with instruments for measuring the quality of instruction. Thus, quantitative quality measurement efforts are complemented by another qualitative approach, focusing on the initiative and responsibility of teachers when they have to make decisions about their teaching practices. This reflective activity must be supported by specific instruments that reveal the complexity of the processes and the difficulty of achieving a balance between sometimes conflicting didactic principles.
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Gavrus, Cristina, and Georgiana Limbasan. "Managerial instrument for didactic staff structure optimization for Distance Learning." MATEC Web of Conferences 94 (2017): 06009. http://dx.doi.org/10.1051/matecconf/20179406009.
Testo completo
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Leal, Jonahtan. "Didactic strategies for strengthening the teaching-learning process." Revista Criterio 3, no. 5 (2023): 39–49. http://dx.doi.org/10.62319/criterio.v.2i5.22.
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This article aims to propose teaching strategies to strengthen the teaching-learning process in the Legal Studies Degree Program of the UBV, Maracaibo-Venezuela headquarters. Methodologically, the article was oriented towards the quantitative approach, the design was non-experimental; the projective level and a sample of 25 university teachers was considered. The data collection technique was the survey and the instrument was the questionnaire based on the Likert scale. To determine the validity and reliability of the instrument, Crombach’s alpha coefficient was used. The results were that the teachers surveyed for the dimensions leaned towards the moderately effective rating scale, that is, the students feel committed to their activities. It is concluded that, on average, different ways are used that enable the conscious and committed performance of students in learning the subject.
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Perez Reategui, Sayra Astrid Sujey, Kelita Ytamar Rodríguez Rojase, Osmer A. Campos-Ugaz, et al. "Development of Literary Competence Through a Semiotic Approach and Technological Resources." Journal of Curriculum and Teaching 12, no. 6 (2023): 206. http://dx.doi.org/10.5430/jct.v12n6p206.
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Currently, literary competence is scarcely addressed in secondary education teaching. Therefore, the objective of this study was to design a didactic proposal to improve literary competence through a semiotic approach and technological resources in secondary school students of an educational center located in the city of Lambayeque. The research was quantitative, non-experimental and descriptive-propositive design. The instrument used was the "Likert scale to evaluate literary competence", which was applied to a sample of 32 fifth grade students, selected by non-probabilistic sampling. As a result, it was obtained that the students presented low levels of achievement, since 100% of them only evidenced beginning processes. In response to this problem, a didactic proposal for the comprehension and production of narrative discourse was designed and validated from a semiotic perspective using ICT resources. We conclude on the importance of the contributions in the area of communication, which can integrate didactics with technology, contributing to the pedagogical processes for current generations and educational systems of the globalized world.
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Miteva-Dinkova, Stela. "THE ARPEGGIO IN DIDACTIC LITERATURE FOR CLASSICAL GUITAR." Knowledge International Journal 28, no. 3 (2018): 1069–74. http://dx.doi.org/10.35120/kij28031069s.
Testo completoAbstract (sommario):
The art of instrumental performance has a specific purpose - to present a musical work (author's product) to a wide public auditorium - an audience. In order to accomplish this practical activity, the performer is necessary to adopt and master certain instrumental skills. Some of them are universal, others are "tied to" the specifics of the instrument itself, and others refer to certain elements of the musical language. By their nature, the techniques are skills created by the both hands finger movements. Fully studied and perfected, they are part of the instrumental technique, which is a tool of clear, convincing and "picturesque" representation of the artistic content of the musical works. In the process of classical guitar education, techniques are mastered step by step in accordance with their complexity, using didactic approaches outlined/exposed in the books. The review of such editions, which are created in a different period of time, illustrates the development of different pedagogical views in the classical guitar training. This provides practical and applied knowledge to the instructor of a musical instrument as an irreplaceable assistant in the teaching practice. This argues the consideration of arpeggio - a major technique skill in the context of its widespread application in the didactic instrumental literature and its fundamental importance for the development of instrumental technique in classical guitar. Expanded exposure with detailed organization of activities and modern manners of mastering the arpeggio technique, the author presents in the article ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education’ (Miteva-Dinkova, S. ‘Innovative approach of mastering the specific arpeggio technique in classical guitar education, Collection of papers from International Scientific Conference ‘Science, Education and Innovations in the Arts’, Plovdiv, 2018). This text clarifies the origin, development and achievement of the most efficient ways of work that provide rapid and positive results in the pedagogical practice based on a review of basic didactic books (Mauro Giuliani – 120 Right Hand Studies, Francisco Tàrrega – Complete Technical Studies, Emilio Pujol – Escuela razonada de la guitarra, Abel Carlevaro – Seria Didactica para Guitarra, part 3 – Right Hand Technique).
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Miranda Santana, Cristina. "Un instrumento para el análisis de los libros de texto desde una orientación sociolaboral no sesgada." REOP - Revista Española de Orientación y Psicopedagogía 15, no. 1 (2014): 143. http://dx.doi.org/10.5944/reop.vol.15.num.1.2004.11625.
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RESUMENEl valor de este trabajo se enmarca desde lo que podemos denominar diagnóstico en educación y se fundamenta en aportar un instrumento que nos permite analizar en qué medida los materiales didácticos utilizados habitualmente en el desarrollo del curriculum escolar atienden a una educación sociolaboral no sesgada. En concreto los libros de texto al ser los recursos más utilizados por el profesorado. Asimismo, aportamos las rejillas de análisis de los códigos lingüísticos e icónicos.ABSTRACTThe importance of this report its based in what we can call educational diagnosis and it provides an instrument that will allow us to analyse in what measure the didactic materials used in the curriculum development confirm non-stereotyped career education specifically the text books because they are the most widely used instruments amongst teachers. We also provide a matrix with the linguistic and image codes.
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Rangel, Cíntia De Lima, João José De Assis Rangel, Eduardo Shimoda, and Janaína Ribeiro Do Nascimento. "DISCRETE-EVENT SIMULATION MODELS FOR DIDACTIC SUPPORT." Brazilian Journal of Operations & Production Management 13, no. 3 (2016): 300. http://dx.doi.org/10.14488/bjopm.2016.v13.n3.a7.
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This paper presents the evaluation of a discrete event simulation model designed to be used as a didactic aid instrument in classes of a technical course on high school. The simulation model was developed using the free version of the Arena software. Among the results obtained, it was found that applying this model as a didactic resource in classes has enabled an increase of quality in the students’ learning. This result was even more significant concerning students with average grades below 6. In these cases, with the help of the simulator, students of worse educational achievement obtained performance close to the ones that had average grades equal to or higher than 8.
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Montenegro-Rueda, Marta, José Fernández-Cerero, and José María Fernández-Batanero. "The Use of Technology as an Instrument to Promote School Coexistence." Knowledge 3, no. 2 (2023): 232–44. http://dx.doi.org/10.3390/knowledge3020016.
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The phenomenon of school coexistence has gained special relevance in recent years, mainly due to the increase in conflict situations among students. The main objective of this work has been to carry out a systematic review of the scientific literature on the impact of the application of technologies as a didactic resource for the improvement of school coexistence, as well as to find out the current and future lines of research in this field of investigation. For this purpose, a total of 14 scientific articles indexed in the Scopus, Web of Science and Google Scholar databases were selected following the principles of the PRISMA Declaration. The results show that, although the scientific literature on the implementation of technologies for school coexistence is limited, didactic strategies measured with technologies reduce cases of school conflict. Among the conclusions are that technologies are tools to be taken into account for the improvement of school coexistence; however, their misuse due to a lack of digital skills can lead to violent behaviour on the part of students.
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DIAS, Luciana de Oliveira, and Iodenis Borges Figueira CERQUEIRA. "Licenciatura intercultural indígena como instrumento de efetivação de direitos humanos: notas sobre uma experiência didática." INTERRITÓRIOS 4, no. 7 (2018): 128. http://dx.doi.org/10.33052/inter.v4i7.238246.
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Uma experiência de estágio docência, com enfoque em didática, acontecido no Núcleo Takinahakỹ de Formação Superior de Professores Indígenas da UFG, nos levou a reflexões, que compartilhamos agora, sobre alguns pontos do processo de constituição da educação intercultural indígena no Brasil e suas implicações em questões de direitos humanos. Em um primeiro momento destacamos elementos que conduzem a um protagonismo indígena nos processos de encontro e ampliação de saberes. Avançamos, em um segundo momento, analisando, de uma perspectiva da didática, o fazer pedagógico no curso de Educação Intercultural da UFG, com destaque para questões sobre interculturalidade, transdisciplinaridade e direitos humanos. O intuito mais específico neste ponto foi apresentar algumas notas sobre uma experiência didática na licenciatura em Educação Intercultural. Educação Intercultural Indígena. Direitos Humanos. Indigenous intercultural degree as an instrument for the realization of human rights: notes on a didactic experience AbstractThe reflections presented here derive from a teaching experience that took place at the Takinahakỹ Nucleus of Higher Education of Indigenous Teachers at UFG. With a focus on didactics, we now share these ideas about some aspects of the process of constitution of indigenous intercultural education in Brazil, as well as about their implications for human rights issues. In the first moment we highlight some elements that lead to an indigenous protagonism in the processes of encounter and expansion of knowledge. In a second moment, we proceeded to analyze, from a didactic perspective, the pedagogical achievement in the UFG Intercultural Education course, with emphasis on questions on interculturality, transdisciplinarity and human rights. The most specific purpose in this point was to present some notes about a didactic experience in the course of teacher training in Intercultural Education. Indigenous Intercultural Education. Human rights.
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Siti Aisah, Lusi, Kusnandi, and Kartika Yulianti. "DESAIN DIDAKTIS KONSEP LUAS PERMUKAAN DAN VOLUME PRISMA DALAM PEMBELAJARAN MATEMATIKA SMP." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 1, no. 1 (2016): 14–22. http://dx.doi.org/10.31943/mathline.v1i1.9.
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The purpose of this study is to composing didactic design concept about surface area and volume of prismsbased on learning obstacle (learning difficulties) students when studying the concept.The research methods is qualitative methods with data collection techniques are observation, question and answer, and documentation. The initial step in this research is identifying learning obstacle with learning obstacle instrument to students in grade IX junior high school and grade X senior hign scool who has studied about that concept. After learning obstacle is identified, the didactic design then composed by adjusting the learning theories that are relevant and does not reduce mathematical abilities that can be developed. Didactic design which has been arrangedthen implemented in the students learning process on grade VIII SMP. Didactic design effectiveness was measured using a modified degree increase of the gain normalized Hake. Didactic design has show considerable effectiveness, with an effective medium category. Results of the implementation and effectiveness of the didactic design shows that the didactic design that has been composed can be used as one of the alternative designs in studying the concept of surface area and volume of prisms.
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Notebaard, Jamilla. "DE KUNST VAN HET GEPROJECTEERDE BEELD." De Moderne Tijd 4, no. 1 (2020): 88–107. http://dx.doi.org/10.5117/dmt2020.1-2.006.note.
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Abstract The Art of the Projected Image The optical lantern as a didactic instrument in the Art History lectures of Willem Vogelsang (1875-1954) The optical lantern was the central medium through which Art History professor Willem Vogelsang (1875-1954) taught his students ‘how to see’. As the first ordinarius in Art History in the Netherlands, Vogelsang focused on creating the right educational setting to turn his students into professional art historians. In his lectures the optical lantern and its projected images functioned as a didactic instrument to make his students (visually) understand compositional and stylistic differences and similarities within and between artworks. The lantern allowed Vogelsang to visually open up the world of art history to a whole new generation of art historians.
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Kearney, Michael R. "Melanchthon’s Didactic Genre and the Rhetoric of Reformation." Rhetorica 40, no. 1 (2022): 23–42. http://dx.doi.org/10.1525/rh.2022.40.1.23.
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As professor of Greek and theology at the University of Wittenberg, Philip Melanchthon (1497–1560) authored three of the most important rhetorical textbooks of his era. Melanchthon’s addition of a new genre of rhetoric, the didactic, to the classical genres of demonstrative, judicial, and deliberative oratory illuminates his view of rhetoric as an instrument for the renaissance and reformation of traditions and institutions. Cultivating faculties of judgment and understanding was Melanchthon’s prescription for survival amid theological and political chaos—a prescription that continues to hold value for rhetors in the current historical moment.
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Kwapisz-Osadnik, Katarzyna, and Françoise Collinet. "La théorie du Językowy Obraz Świata (Image Linguistique du Monde) : du monde universitaire polonais au contexte académique français." Studia Romanica Posnaniensia 49, no. 2 (2022): 73–85. http://dx.doi.org/10.14746/strop.2022.492.006.
Testo completoAbstract (sommario):
The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of philological studies. These agreements must be made first within the same scientific community (Polish community), then between scientific communities representing different cultures (Polish and French communities).
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Oliveira, Francisco Wagner Soares, and Ana Carolina Costa Pereira. "A Nautical Instrument Lying of the Plane in Teaching the Concepts of Chord and Arc of Circumference." Acta Scientiae 25, no. 1 (2023): 55–85. http://dx.doi.org/10.17648/acta.scientiae.6819.
Testo completoAbstract (sommario):
Background: This work follows in the direction of research dedicated to articulating historical instruments to teach mathematics. Objectives: To analyse the use of the instrument to find the altitude of the Sun as a didactic resource for teaching and learning the concepts of chord and arc of a circle in the education of undergraduate students in mathematics. Design: The research takes place through a university extension course that uses the theoretical and methodological foundations of the teaching guidance activity. Setting and Participants: The research environment is the training of students at the State University of Ceará. The training action was attended by 12 participants. The choice criterion was that they were studying for a degree in mathematics, and the selection took place in the order of enrollment in the activity. Data collection and analysis: From the assumptions of the teaching guidance activity, data collection was carried out with the recording of videos and audio, photographic records and students’ writings, while the analysis was based on connections and interconnections on the action of the subjects, and on the conceptual nexuses. Results: The new instrument to find the altitude of the Sun has didactic potential to work with the concepts of arc and chord of circumference because, from it, these concepts are mobilised as practice, and it is possible to see how they relate. Conclusions: The new instrument to find the altitude of the Sun can be explored in the interface between history and mathematics teaching as a resource to favour teaching and learning, whether in basic education or higher education.
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Pauji, Ikbal, Didi Suryadi, Mohd Afifi Bin Bahurudin Setambah, and Agus Hendriyanto. "Learning Obstacle in the Introduction to Number: A Critical Study Within Didactical Design Research Framework." Indonesian Journal of Science and Mathematics Education 6, no. 3 (2023): 430. http://dx.doi.org/10.24042/ijsme.v6i3.19792.
Testo completoAbstract (sommario):
This research unveils a profound exploration of learning obstacles experienced by elementary school students in understanding the concept of numbers, particularly in recognizing numbers zero to ten, including their notations. This study employs a qualitative approach with a phenomenological design. It sheds light on students' comprehension of the meaning of numbers and numerals, identifying five types of learning obstacles: ontogenic psychological obstacles, ontogenic conceptual obstacles, ontogenic instrumental obstacles, didactical obstacles, and epistemological obstacles. Acting as the primary instrument, the researcher undertakes the entire research process using diagnostic assessments and interview guidelines, from data collection to reduction, presentation, and conclusion. The findings illustrate variations in students' understanding of the meaning and notation of numbers, with the five learning obstacles manifesting in diverse contexts. This analysis is based on students' responses to diagnostic assessments and in-depth interviews. The insights gained underscore the necessity for didactic designs that accommodate concrete aspects, emotional engagement of students, and the evaluation of instructional materials to enhance the understanding of numerical concepts. The research implications include recommendations for developing effective didactic designs to address the identified learning obstacles.
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Matos-Ceballos, José Jesús, Juan Eduardo Moguel-Ceballos, Teresa del Jesús Brito-Cruz, Ángel Esteban Torres-Zapata, Cristina Rodríguez-Rosas, and Juan Prieto-Noa. "Prevalence of anemia in new students entry to the university of the health area." Revista Metropolitana de Ciencias Aplicadas 6, no. 1 (2023): 254–59. http://dx.doi.org/10.62452/t5t0z241.
Testo completoAbstract (sommario):
It is considered as a didactic guide the digital or printed instrument that constitutes a resource for learning through which the action of the teacher and the students within the teaching process is specified, in a planned and organized way, it provides technical information to the student and has as a premise education as conduction and active process. It is based on didactics as a science to generate cognitive development and learning styles from itself. It constitutes a transcendental resource because it perfects the teacher's work in the preparation and orientation of teaching tasks as a basic cell of the teaching-learning process, whose realization is subsequently controlled in the curricular activities themselves. This didactic guide contemplates seven fundamental steps, 1) Title, 2) Abstract, 3) Keywords, 4) Introduction, 5) Presentation, 6) Discussion, 7) Conclusions, 8) References and 9) Others. This sequence of steps allows the systematic review of a clinical case with a nutritional perspective in the undergraduate, with the aim of facilitating the transformation of learning, which contributes to the change that education requires so that future professionals graduate capable of corresponding to today's society.
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Alimjon Tursunov. "Didactic Principles of Teaching Musical Literacy Through Music Culture Classes." European Journal of Artificial Intelligence and Digital Economy 1, no. 1 (2023): 1–6. http://dx.doi.org/10.61796/jaide.v1i1.152.
Testo completoAbstract (sommario):
Tuning is usually achieved when singing vocal-choir exercises, and performance techniques specific to the song being sung are used in it. The resulting tuning is achieved in the performance ensemble in the first instrument, and based on this experience, learning and artistic performance of the song becomes easier. The article describes the didactic principles of teaching musical literacy through music culture lessons.
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Broutin, Jonathan, and Erdogan Kartal. "Instrumentation et instrumentalisation du document vidéo en classe de FLE : exemple d’une séquence didactique." Traduction et Langues 22, no. 2 (2023): 14–38. http://dx.doi.org/10.52919/translang.v22i2.948.
Testo completoAbstract (sommario):
Instrumentation and Instrumentalization of The Video Document in FFL Class: Example of a didactic sequence
 The primary objective of the research is to showcase, by employing a didacticization instance involving an authentic video document, the considerable significance, and the valuable contributions of the theory of instrumental genesis in comprehending and analyzing this intricate process. This study accurately delineates the stages involved in didacticization, emphasizing that it results from a dual-faceted process of instrumentalization and instrumentation. Within the realm of instrumentalization, the didactician strategically appropriates the video document for didactic purposes by activating their cognitive schemas. This transformative act turns the video into an instrument – a didactic sequence laden with the teaching strategies envisioned by the designer. Various factors stimulate the activation of these schemas within the designer's strategic repertoire, including age, didactic representations, experiential background, and personal history. The intricate interplay of these elements shapes the didacticization process, highlighting the dynamic nature of instructional design. Simultaneously, the research delves into the instrumentation process, which is contingent upon the inherent nature and content of the video document, as well as the educational level and sociocultural characteristics of the learners. This dual-process framework sheds light on the multifaceted dimensions of didacticization, encompassing both the cognitive processes of the didactician and the contextual elements influencing the instructional material. By elucidating these two interconnected processes, the research aims to raise awareness among didacticians, fostering introspection and self-evaluation for designers of didactic sequences utilizing video support. In an era marked by the diversification and modernization of methods for creating and disseminating video materials, the study posits that its analytical approach to the process of instrumental genesis remains pertinent and applicable, even in the context of contemporary distribution formats such as videos generated by artificial intelligence. Moreover, the research contends that within the domain of FFL (French as a Foreign Language) didactics, this theoretical framework can be harnessed to scrutinize the learner's assimilation process of the didactic sequence and the ensuing knowledge acquisition after the completion of the instructional activity. In essence, the research underscores the enduring relevance and adaptability of the theory of instrumental genesis in the evolving landscape of instructional design and technology.
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Linde-Navas, Antonio. "TV as an instrument of moral education for democratic citizenship." Comunicar 16, no. 31 (2008): 51–56. http://dx.doi.org/10.3916/c31-2008-01-006.
Testo completoAbstract (sommario):
Few means provide us with more controversial and interesting materials in a moral sense than television contents do nowadays. By showing many cases which involve a conflict of rights and values, it gives plenty of opportunities for moral reflection. It is a very valuable instrument since it offers us relevant present problems, which are also very easy to understand and motivating for young people. This paper is intended to make some suggestions in order to foster the didactic use of some television contents. More specifically, it is intended to show the possibilities that moral dilemmas offer for this purpose. Accordingly, I will put forward some dilemmas which have been built from television materials, as well as several indications for its didactic use and a field research example about them. Pocos campos como el de los contenidos de la televisión suministran hoy día un material más controvertido e interesante desde un punto de vista moral. Al presentarnos casos de conflictos de valores y derechos, la TV ofrece muchas oportunidades para la reflexión moral. Se trata de un material estimable, con problemas relevantes y actuales, inteligibles y motivadores para los jóvenes. En este trabajo se hacen sugerencias para utilizar didácticamente algunos contenidos de la TV. Más concretamente, se intenta mostrar las posibilidades que tienen los dilemas morales. Se exponen varios dilemas construidos a partir de contenidos televisivos, así como indicaciones para su uso educativo y algún trabajo de campo sobre los mismos.
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Kim, Yunmin. "A study on the development and analysis of a test of pedagogical content knowledge(PCK) of elementary school pre-service teachers in the areas of geometry and measurement." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 20 (2024): 777–92. http://dx.doi.org/10.22251/jlcci.2024.24.20.777.
Testo completoAbstract (sommario):
Objectives The purpose of this study was to develop and analyze items that could test elementary pre-service teachers' pedagogical content knowledge (PCK) in the areas of geometry and measurement. Methods We developed a test instrument to assess pedagogical content knowledge (PCK) in the area of geometry and measurement and conducted a test on 219 prospective elementary school teachers in Gyeongnam. Through this, we verified the validity and reliability of the test instrument. In addition, we analyzed the pedagogical content knowledge (PCK) of prospective elementary school teachers in the area of g eometry and measurement. Results The test instrument consisted of 27 items in four factors: mathematics curriculum, mathematics curriculum content, mathematics teaching and learning content, and mathematics teaching and learning methods. The reliability of the developed test instrument was .917, and each factor and item had internal consistency. The average of mathematics curriculum knowledge was 2.75, the average of mathematics teaching and learning method knowledge was 4.44, and there was a difference in didactic content knowledge between the second and fourth grades. Conclusions This study diagnoses the didactic content knowledge of elementary school pre-service teachers in the areas of geometry and measurement, and provides implications for the design and direction of pre-service teacher education programs.
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Nuñez Sabarís, Xaquín, Ana Cea Álvarez, and Ana Silva Dias. "Task-based approach and gamification applied to Literature: crime fiction and cultural mapping." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 30 (March 28, 2019): 261–88. http://dx.doi.org/10.17398/1988-8430.30.261.
Testo completoAbstract (sommario):
This paper explores the possibilities of the literary text as an effective instrument to increase communicative and cultural competence through a proposal of a didactic unit which was built on two didactic perspectives: a task-based approach and gamification proceedings. The target group would be composed of Spanish as a Foreign Language (SFL) students, who belong to the B2 level according to the Common European Framework of Reference for Languages (2001).
 This didactic unit is based on the crime fiction entitled La playa de los ahogados (2009), which was written by Domingo Villar originally in Galician language (A praia dos afogados). Later on, in 2015 it was adapted to the cinema. This fact allows us to introduce the transmedia dimension (text and audiovisual) into the project narrative. Along this paper geographical aspects of literature will be unveiled, all of which would result in an effective instrument to deepen into the diversity of the Hispanic culture.
 The suspense elements (reached out through different resources such as the creation of real scenarios -Vigo and its surroundings-, a crime, a detective and some suspects), encourage reading through exploratory tasks, whose final aim is to stimulate student´s imagination and creative writing abilities.
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Tagle, Tania, Paulo Etchegaray, Claudio Díaz, Mabel Ortiz, Marcela Quintana, and Lucía Ramos. "Kako učitelji ATJ ocenjujejo učenje jezika? Analiza instrumentov za ocenjevanje znanja angleščine, ki se uporabljajo v čilskih srednjih šolah." ELOPE: English Language Overseas Perspectives and Enquiries 21, no. 1 (2024): 111–27. http://dx.doi.org/10.4312/elope.21.1.111-127.
Testo completoAbstract (sommario):
The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.
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Laguna Estrada, Xavier Alexander. "Problem based learning didactic program to develop critical thinking in high school students." Revista Ciencia y Tecnología 18, no. 1 (2022): 21–41. http://dx.doi.org/10.17268/rev.cyt.2022.01.02.
Testo completoAbstract (sommario):
The aim of this research was to determine the influence of the problem-based learning didactic program on the improvement of critical thinking of third grade high school students, in the area of Social Studies, of San Juan High School, Trujillo, 2020. The methodology was based on an experimental research design, in its preexperimental form, for which a single group consisting of 20 students was considered. To identify the level of critical thinking, before and after applying the program, whose learning sessions were carried out through the Zoom virtual videoconferencing, the data collection instrument called “Questionnaire to measure the level of critical thinking in the area of Social studies” was used. It should be noted that this instrument was validated by expert judgment and obtained an acceptable reliability coefficient with Cronbach's alpha consistency index. Hypothesis testing was done through the “student's t” test. It was concluded that the problem-based learning didactic program influences the improvement of critical thinking in Social studies of third grade students from San Juan High School, 2020, significantly.
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Utami, Dwi, Epon Nur’aeni, and Akhmad Nugraha. "Desain Didaktis Luas Daerah Segi Empat Sembarang Berbasis Model Pembelajaran SPADE." EduBasic Journal: Jurnal Pendidikan Dasar 2, no. 1 (2020): 11–18. http://dx.doi.org/10.17509/ebj.v2i1.26427.
Testo completoAbstract (sommario):
This research was motivated preliminary studies results on non optimal the students’ ability of scalene rectangular area and the obstacle leraning experienced by students. The effort made by the teacher to overcome the learning obstacle is to design learning based on students’ needs and characteristics. In the implementation the teacher should adjust the design in accordance with the classroom situations and conditions. The purpose of this study were to describe the didactic design of scalene rectangular area based on the SPADE learning model for fourth grade students of elementary schools and to describe the implementation and responses of teachers and students toward the didactic design of scalene recrangular area based on the SPADE learning models in elementary schools. The research method used was a qualitative by DDR (Design Didactial Research) model consisting of three stages: prospective analysis, metapedadidactic analysis, and restropective analysis. This research was conducted in the fourth grade. The instrument of data collection used essay question on scalene rectangular area. The results of the study is a teaching materials in form of student activity sheets and lesson plans that were developed as alternatives in primary schools learning to minimize learning obstacles in mathematics learning in forth grade of elementary schools.
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Bravo, Luis Oswaldo Guadalupe, Marco Antonio Bravo Montenegro, Alberto Fabián Altamirano Pazmiño, et al. "Manual Didáctico En Braille Para El Aprendizaje De Inglés Básico De Los Estudiantes No Videntes De La Asociación Aprodvich De La Ciudad De Riobamba." European Scientific Journal, ESJ 13, no. 22 (2017): 59. http://dx.doi.org/10.19044/esj.2017.v13n22p59.
Testo completoAbstract (sommario):
The objective of the present research is the elaboration and application of a didactic manual with communicative strategies to develop Basic English for students of the Provincial Association of the Visually Impaired of Chimborazo (APRODVICH). The didactic manual seeks to provide techniques and instruments that support the Teaching Learning process of a second language according to the specific needs of the group under study. It becomes a progressive and systematic teaching instrument consisting of six units that include vocabulary activities, basic structures and use of questions that were applied in the classroom with the accompaniment of the teacher. The research has a quasi-experimental, correlational, descriptive, explanatory, applicative, field and bibliographic design. The technique of direct observation was used with the application of checklists and questionnaires reviewed and endorsed by academic peers that allowed the evaluation of the knowledge acquired in students such as spelling, pronunciation and comprehension. The sample was evaluated in two instances—pre and post—and the results were tabulated, analyzed, interpreted and contrasted which determined the progress and significant development in pronunciation, use of the verb structure To-Be and whquestions of the English language in blind students.
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Isnawan, Muhamad Galang, Naif Mastoor Alsulami, Ebenezer Bonyah, Jenisus O. Dejarlo, and Sudirman Sudirman. "Learning Number Patterns in Middle School: A Lesson Study Activity Based on Didactical Design Research." Edumatica : Jurnal Pendidikan Matematika 14, no. 01 (2024): 1–13. http://dx.doi.org/10.22437/edumatica.v14i01.28645.
Testo completoAbstract (sommario):
Number patterns were one of the mathematical concepts that were studied in junior high school. This concept was useful, but students tended to experience problems when learning it. Quite a lot of research has studied number patterns, but not many have attempted to study alternative solutions to optimize problem-solving abilities and learning motivation, especially using lesson study activities based on didactical design research. Therefore, this research aimed to optimize students’ problem-solving abilities and learning motivation with the preparation of didactic designs through lesson study activities. This research was conducted at a private junior high school in Mataram, Indonesia. Participants in this research were ten class VIII students (six boys and four girls). The researcher was the main instrument, with several additional instruments, such as learning design, observation sheets on problem-solving abilities and learning motivation, as well as documentation studies. The data were analyzed using qualitative data analysis. The research results revealed that the number pattern learning design was able to optimize problem-solving abilities and student learning motivation. Several factors that caused these positive results were the existence of contextual problems as trigger situations in learning and learning activities adapted to students’ hobbies. The recommendation from this research was that learning design should be prepared using didactical design research based on lesson study.
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Cabero Almenara, Julio, and Eloy López Meneses. "Construcción de un instrumento para la evaluación de las estrategias de enseñanza de cursos telemáticos de formación universitaria." Edutec. Revista Electrónica de Tecnología Educativa, no. 28 (March 20, 2009): a106. http://dx.doi.org/10.21556/edutec.2009.28.454.
Testo completoAbstract (sommario):
Con este estudio intentamos aproximarnos a los modelos de enseñanza que subyacen en los cursos virtuales de formación. La investigación se encuentra organizada en cuatro fases. Una primera fase de revisión de la literatura científica para valorar los materiales para la formación en red. Una segunda fase, centrada en la construcción, selección y precisión de los contenidos de dicho instrumento didáctico de evaluación. Para ello se realizará dos estudios Delphi. En la tercera fase, se ofrece el instrumento en su versión telemática alojada en el blog: http://adecur.blogspot.com/. La última fase consiste en la puesta en práctica del A.D.E.C.U.R. AbstractWith this study we try to approach to the teaching models that underlie in virtual formation courses. The research is organized in four phases. At first phase we did a revision of the most outstanding scientific literature to value the materials for net training. In the second phase, based in the construction, selection and precision of contents of this didactic instrument of evaluation will be carried out two Delphi studies. In the third phase, we offers the instrument in their telematic version put up in the blog: http://adecur.blogspot.com/. The last phase consists on put into practice the A.D.E.C.U.R.
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Ruiz, Javier. "Didactic program to develop critical thinking in high school students." SCIÉNDO 26, no. 3 (2023): 237–42. http://dx.doi.org/10.17268/sciendo.2023.033.
Testo completoAbstract (sommario):
The objective of this research was to develop a didactic proposal to develop the Critical Thinking of fourth year high school students, in the area of Social Sciences, at the Libertad Educational Institution, in the city of Trujillo. The methodology was based on a non-experimental, descriptive-propositional design, within a mixed research process. A survey was used to determine the level of development of critical thinking in students, this instrument was evaluated by expert judgment with acceptable reliability within the consistency index of Cronbach's Alpha. The results showed a low level of development in the dimensions of critical thinking such as self-regulation, inference, interpretation, analysis, explanation and evaluation. Therefore, the most relevant strategies were sought to implement the didactic program and thus improve critical thinking in students within the area of Social Sciences.
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VERDUGO-PERONA, J. J., J. J. SOLAZ-PORTOLÉS, and V. SANJOSÉ. "ASSESSMENT OF PRE-SERVICE PRIMARY TEACHERS’ PEDAGOGICAL KNOWLEDGE IN ELEMENTARY SCIENCE: EFFECTS FROM SCIENCE EDUCATION TRAINING." Periódico Tchê Química 15, no. 29 (2018): 171–83. http://dx.doi.org/10.52571/ptq.v15.n29.2018.171_periodico29_pgs_171_183.pdf.
Testo completoAbstract (sommario):
Pedagogical knowledge (PK) can be understood as the set of educational analysis and instructional technics; and also, management strategies that primary teachers use to teach. For its assessment, a previously validated instrument to assess Pedagogical Content Knowledge, called CoRe, was used and a set of specific indicators (rubrics) were defined combining experts’ criteria and data analysis from an exploratory studio with preservice elementary teachers. Results showed the sufficiency of these rubrics to account for the variability of participants’ answers. Those indicators were used to analyze effects on PK from the instruction in general versus specific didactic in science. Results show an important contribution from specific didactic in science on preservice elementary teachers’ PK.
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Borham-Puyal, Miriam. "Seduction as instruction: the female author as Pygmalion in long Eighteenth-Century quixotic novels." Journal of English Studies 15 (November 28, 2017): 7. http://dx.doi.org/10.18172/jes.3217.
Testo completoAbstract (sommario):
Don Quixote played a crucial role in the shifts in taste and ideology that occurred during the long eighteenth century, being an instrument for authors to validate their own work in contrast with the production of others. New didactic works displayed the need to overcome the romantic supersystem that previous authors offered and even the patriarchal or colonial canon that had been established. The present article will focus on two women writers, Tabitha Tenney and Mary Brunton, who with a story of literary and literal seductions raised their pens against a non-questioned romantic integration in didactic novels and who even converted prior canonical cervantean authors in the origin of their heroines’ quixotism.
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Lino, N. T., E. M. F. Ramos, and B. Benetti. "Physics teaching and history of teaching: discoveries from the study of ancient didactic experiments." Journal of Physics: Conference Series 2297, no. 1 (2022): 012014. http://dx.doi.org/10.1088/1742-6596/2297/1/012014.
Testo completoAbstract (sommario):
Abstract The present research had as its main objective an analysis of curricular transformations that have occurred in the physics teaching, specifically in the topics of “Fluid Mechanics”, through an examination of old instruments no longer in use in a physics laboratory of a Brazilian school. The study begins with the intention of giving a name and meaning to an old dusty instrument found in the laboratory, the Nicholson’s Areometer. From this work of identifying the materials, we realized that experiments on “Fluid Mechanics” found in the laboratory had disappeared from current textbooks and official documents, showing changes in the Brazilian physics curricula. We consider these changes as one of the factors that contributed to the disuse of laboratory equipment today. For the survey and analysis of laboratory materials, a qualitative, exploratory and documentary research was carried out. From this research, the feasibility of resuming disused laboratories and materials as tools for physics teaching was evidenced, and this re-analysis movement may represent a first step to assist teachers in the effective use of such materials in their schools. Finally, we found that some of the reasons mentioned by teachers for not using experimental activities, such as lack of space and equipment, were not identified in the school studied.
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Tasso, João Paulo Faria, David Leonardo Bouças da Silva, and Elimar Pinheiro do Nascimento Nascimento. "TOURISM SUSTAINABILITY MANDALA." Mercator 23, no. 2024 (2024): 1–16. http://dx.doi.org/10.4215/rm2024.e23008.
Testo completoAbstract (sommario):
Contemporary times have been marked by the trivial and excessive use of the adjective “sustainable”, tourism has not been left out of this trend. The lauded “sustainable destination” title has become a central premise among territorial management groups. However, developing public policies to meet this status has evidenced reductionist and sometimes misguided treatments that fail to incorporate the true complexity of sustainability into tourism. The results are disconnected, one-off, ineffective actions based on guesswork or the interests of particular actors in the territory. This essay presents a simplified and didactic proposal for a territorial planning instrument (Sustainability Mandala in Tourism – TSM) to contribute to the attempt to seek sustainability in tourism development. The TSM comprises 21 indicators, defined from the analysis of international instruments and national strategies in force in tourism planning. The instrument covers the seven dimensions of sustainability (environmental, territorial, political, cultural, social, economic, and technological), and it has been developed to guide local and regional tourism management groups pragmatically. Keywords: Sustainability Indicators; Tourism; Public Policy; Mandala of Sustainability in Tourism; Local Development.
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Nurumzhanova, Kulyash A., Anargul B. Iskakova, and Akmaral K. Kairbayeva. "Development of entrepreneurial thinking of students of technical specialties based on the use of transdisciplinary didactic content of a special course in physics." Perspectives of Science and Education 58, no. 4 (2022): 225–42. http://dx.doi.org/10.32744/pse.2022.4.14.
Testo completoAbstract (sommario):
Research problem. The activation of the processes of entrepreneurial specialization and updating the content of vocational education based on a transdisciplinary approach is a socio-economic order and an urgent problem of modernizing didactics. One of the philosophical prerequisites for transdisciplinarity is the philosophy of holism, which we applied to theoretically substantiate the coherence of physical and entrepreneurial thinking. The research problem is related to the need to develop transdisciplinary didactic content to improve the quality of entrepreneurial training of students. The purpose of the study is to develop a transdisciplinary didactic content of a special course in physics and fundamentals of economics for the development of entrepreneurial thinking among students of various specialties with an entrepreneurial specialization. Research methods. The study involved 156 students enrolled in the educational programs Instrument Engineering, Heat Power Engineering, Electric Power Engineering and Economics, with an entrepreneurial specialization. Determination of the level of educational achievements was carried out using online testing on the website https://dot.tou.edu.kz (Toraigyrov University) in the student's personal account and through https://docs.google.com/forms. Research results. The possibility of a convergent approach has been confirmed. This is evidenced by the results of the ascertaining experiment according to J. Bruner’s method. The hypothesis about the coherence of professional entrepreneurial and physical thinking has been confirmed. The calculation of the G-criterion of signs revealed (Gemp.< Gcr. (0<1)) that the use of the integrated didactic content of a special course in physics contributes to the development of entrepreneurial thinking. The coherence of physical and entrepreneurial thinking was verified based on the calculation of the Pearson correlation coefficient, which, with a sample of n=21 and a confidence probability of 0.05, is 0.7795. Measuring the correlation of the results of the analysis of educational achievements of the control and experimental groups made it possible to establish a close relationship between the criteria for the formation of professional entrepreneurial and physical thinking among students. Conclusion. It has been proven that the use of a transdisciplinary approach to the development of integrated didactic content in physics and the basics of economics contributes to the development of professional entrepreneurial thinking among students of technical specialties with entrepreneurial specialization.
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Falcinelli, Floriana, and Cristina Gaggioli. "The use of video in educational research and teacher training in the digital classroom." Research on Education and Media 8, no. 1 (2016): 14–21. http://dx.doi.org/10.1515/rem-2016-0003.
Testo completoAbstract (sommario):
Abstract The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.
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Ribeiro, Carolina Baptista, Carlos Marcelo Balbino, Davi Fideles de Oliveira, Anderson Soares da Silva, Valquíria Jorge Sepp, and Lucrécia Helena Loureiro. "Didactic sequence for realistic simulation: double diamond method for teaching drug administration." Cuadernos de Educación y Desarrollo 16, no. 8 (2024): e5243. http://dx.doi.org/10.55905/cuadv16n8-107.
Testo completoAbstract (sommario):
Realistic simulation is an effective pedagogical strategy that uses simulated scenarios and situations to promote practical and experiential learning in various areas of education, including medical and nursing education. For this reason, it is necessary to create a registration model to carry out realistic simulation in a standardized and systematized way. The aim of this study is to develop an interactive didactic sequence model based on the pedagogical hermeneutic circle applied to realistic simulations in the preparation and administration of medication. Results: The development of an interactive didactic sequence based on the Dialectical Hermeneutic Circle resulted in a complex instrument that guarantees the construction and reconstruction of reality, which is presented in a dialogical way through a constant back and forth between the students' successive interpretations and reinterpretations. The conclusion is that the interactive didactic sequence for realistic drug simulation guarantees continuous dialog between teachers and students, creating a more interactive learning environment where students are encouraged to express their doubts, opinions and challenges, which is fundamental for building knowledge.
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Ayala-Pazmino, Fabricio, Yeimer Prieto-Lopez, and Beatriz Loor-Avila. "A Didactic Strategy to Favor the Development of Oral Expression in Students at UEES and ECOTEC Universities." Journal of Language Teaching and Research 13, no. 3 (2022): 572–82. http://dx.doi.org/10.17507/jltr.1303.13.
Testo completoAbstract (sommario):
The research attempts to solve some of the limitations students present in their oral expression in the university context, which causes scientific and academic production difficulties. An exhaustive bibliography related to the subject was consulted for its realization, and different instruments were applied. The use of theoretical methods and methodological background support the research. Furthermore, interviews and surveys were used to diagnose the current state of the development of oral expression in university students from UEES and ECOTEC. The results allowed the development of a set of activities to promote the development of the oral expression of these students. Additionally, based on the criteria offered by the discussion groups and experts, it was possible to verify the proposed strategies' effectiveness in educational practice. Oral communication appears as a necessary instrument for establishing relationships between man and the environment where he lives. Thus, it plays an essential role in forming and developing people's academic lives.
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Ribeiro, David, Éder Leonardo Do Rego Nascimento, and Francisco Souto De Sousa Júnior. "A transposição didática dos conceitos de revestimentos no ensino técnico em edificações." Educação Online 19, no. 46 (2024): e24194507. http://dx.doi.org/10.36556/eol.v19i46.1479.
Testo completoAbstract (sommario):
O trabalho tem por objetivo desenvolver e avaliar um método didático experimental para o ensino técnico em edificações aplicado no Instituto Federal do Rio Grande do Norte (IFRN) , Campus São Paulo do Potengi, em observância aos efeitos positivos da Aprendizagem Significativa (AS) (Ausubel, 1980) e da Aprendizagem Baseada em Problemas (ABP). Foi selecionada a disciplina de construção civil II, com abordagem direta da temática de revestimentos. O estudo foi desenvolvido contemplando a construção do plano de aula até sua execução, além de aplicação anterior e posterior de questionários e análise de dados. Observou-se maior rendimento no tamanho do discurso geral da turma, maior similaridade entre os discursos estratificados e adesão considerável de novos vocábulos em toda a amostra. Assim, conclui-se que a proposição da sequência didática apresentou relevância estatística no aprendizado dos discentes. Podemos afirmá-la como instrumento promotor da transposição didática. Abstract This paper aims to develop and evaluate an experimental didactic method for teaching at the Technical Building Trades at São Paulo do Potengi campus of IFRN, in line with positive effects of meaningful learning (Ausubel, 1980) and problem-based learning. The subject of Construction II was selected, approaching the theme of coatings. The study was carried out from the construction of the lesson plan to its execution, in addition to the previous and subsequent application of quizzes and data analysis. There was an increase in overall class discourse, greater similarity between the stratified discourses and considerable adherence to new vocabulary throughout the sample. Therefore, we can conclude that didactic sequence was statistically relevant to the students’ learning. We also can affirm that it as an instrument that promotes didactic transposition.
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Tracz, Mariola, and Tomasz Rachwał. "Metody nauczania i środki dydaktyczne stosowane przez nauczycieli podstaw przedsiębiorczości wyniki badań." Przedsiębiorczość - Edukacja 4 (January 1, 2008): 335–40. http://dx.doi.org/10.24917/20833296.4.33.
Testo completoAbstract (sommario):
After the reform of structure and agenda of Polish educational system at the end of twentiethcentury and at the beginning of twenty first century the new subject the basis for entrepre-neurships was introduced. The existence of the subject in Polish schools since 2003 gives usa reflection on the didactic aspect appointed by the goals, the tasks, and the achievementsrecorded in the foundation for the curriculum as well as embraced by authorial curricula. Thework presents the results of the research that aimed to:recognize the types and frequencies of incentive methods used in teaching and learning thebasis for entrepreneurships,getting teachers opinion on the instrument to perform the tasks imposed by the teaching ofthis subject,recognize which of the didactic means are the most often used on the basis for entrepreneur-ships classes.
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da Silva Miranda, Andressa. "SEQUÊNCIA DIDÁTICA SOBRE O GÊNERO CONTO DE FADAS BASEADA EM PRÁTICAS EDUCOMUNICATIVAS E NO MULTILETRAMENTO." Revista Científica Semana Acadêmica 9, no. 205 (2021): 1–16. http://dx.doi.org/10.35265/2236-6717-205-9114.
Testo completoAbstract (sommario):
This work aims to propose a didactic sequence in order to explore the multiliteracy capacity of the diverse discourse genres, specifically the fairy tale, using technological resources. Through a didactic sequence directed to the 2nd year of elementary school, we seek to develop the autonomy, ability to understand texts, makes inference and criticality and creativity of students through the production of oral fairy tales shared on the digital platform TikTok. This work seeks to promote a reflection about the importance of educommunicative practices in the classroom, providing theoretical and practical subsidies that help basic education teachers to use technological tools in a playful way in the classroom. This study seeks to explore the potential of discourse genres and the Pedagogy of Multiliterations as an instrument for building knowledge and student autonomy
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DA SILVA MIRANDA, ANDRESSA. "SEQUÊNCIA DIDÁTICA SOBRE O GÊNERO CONTO DE FADAS BASEADA EM PRÁTICAS EDUCOMUNICATIVAS E NO MULTILETRAMENTO." Revista Científica Semana Acadêmica 09, no. 205 (2021): 1–17. http://dx.doi.org/10.35265/2236-6717-205-09114.
Testo completoAbstract (sommario):
This work aims to propose a didactic sequence in order to explore the multiliteracy capacity of the diverse discourse genres, specifically the fairy tale, using technological resources.Through a didactic sequence directed to the 2nd year of elementary school, we seek to develop the autonomy, ability to understand texts, makes inference and criticality and creativity of students through the production of oral fairy tales shared on the digital platform Tiktok. This work seeks to promote a reflection about the importance of educommunicative practices in the classroom, providing theoretical and practical subsidies that help basic education teachers to use technological tools in a playful way in the classroom. This study seeks to explore the potential of discourse genres and the Pedagogy of Multiliterations as an instrument for building knowledge and study autonomy.