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Готові списки джерел за темами / Didactical developmental research / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Didactical developmental research.

Статті в журналах з теми "Didactical developmental research"

Автор: Grafiati

Опубліковано: 3 червня 2025

Оновлено: 31 липня 2025

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1

Wieser, Renate. "Den Sinn der Schriften eröffnen. Lk 24 als gemeinsame Herausforderung für Exegese und Fachdidaktik – eine Projektskizze." Österreichisches Religionspädagogisches Forum 25, no. 2 (2017): 109–19. https://doi.org/10.5281/zenodo.1066922.

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Die Auferstehungserzählungen von Lk 24 bilden den Ausgangspunkt und das Zentrum des in diesem Beitrag in seiner Grundkonzeption beschriebenen FWF-Projekts &bdquo;Narratologische Exegese und subjektorientierte Bibeldidaktik am Beispiel von Lukas 24“. Ziel und inter- wie transdisziplinär zu leistende Aufgabe dieses Projektes ist die Entwicklung einer narratologisch orientierten didaktischen Strukturierung von Lk 24 für den (hoch-)schulischen Kontext. Dabei gibt die Verortung des Projekts im Rahmen der fachdidaktischen Entwicklungsforschung dem intendierten Gespräch ,auf

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2

Lijnse, P. L. "“Developmental research” as a way to an empirically based “didactical structure” of science." Science Education 79, no. 2 (1995): 189–99. http://dx.doi.org/10.1002/sce.3730790205.

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3

LEI, Huey. "USE OF APPARATUSES IN SCIENCE LABORATORY: Developmental Characteristics of Didactical Interactions." International Education and Learning Review 1, no. 2 (2019): 75–81. http://dx.doi.org/10.37467/gka-edurev.v1.2046.

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Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This ser

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4

Juandi, Dadang, and Al Jupri. "DEVELOPING MATHEMATICAL COMMUNICATION AND REPRESENTATION OF STUDENTS GRADE VII: A DESIGN RESEARCH." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 18, no. 2 (2013): 135. http://dx.doi.org/10.18269/jpmipa.v18i2.1.

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This research studies mathematical communication and representation through problem based-learning which is developed by design research. There are two objectives of this research. First, in short term, the research is conducted to know: how students‘ mathematical communication and representation develops, does classroom culture support the achievement of basic-competence, and what are students‘ learning obstacles. Second, in long term, this research is conducted to develop ―a theory‖ in mathematics education. These two objectives are expected to be achieved through developmental research (in

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5

Irawan, Edi, Rizky Rosjanuardi, and Sufyani Prabawanto. "How computational thinking can be integrated in statistical learning: A cuboid framework." Journal on Mathematics Education 16, no. 2 (2025): 423–48. https://doi.org/10.22342/jme.v16i2.pp423-448.

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In the context of an increasingly data-intensive society, the integration of Computational Thinking (CT) into statistics education is essential to prepare students with the analytical and problem-solving competencies required for navigating complex data environments. Despite growing recognition of its importance, existing pedagogical practices frequently lack systematic didactical frameworks that effectively embed CT within statistical learning, particularly in higher education. Addressing this gap, the present study introduces a novel hypothetical didactical design—termed the Cuboid Framework

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6

GUNTUR, Mochamad, Siti SAHRONİH, Nur Indah Septia NİNGSİH, and Puja WİNDARİ. "The Learning Trajectory Based on STEM of Elementary School Pupils’ in Solving Proportion Material: Didactical Design-Research." Participatory Educational Research 10, no. 6 (2023): 84–103. http://dx.doi.org/10.17275/per.23.90.10.6.

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This study aims to determine the trajectory of students' thinking when solving proportion problems using STEM-based learning media. The participants were 27 fifth-grade students from SD Negeri 2 Pilangsari in Cirebon Regency. The students are divided into four groups using purposive sampling and receive the same treatment. The treatment involved a proportion study that utilized STEM media, and the student’s learning trajectory was monitored based on their problem-solving patterns. Hypothetical Learning Trajectory (HLT) was used to develop the hypotheses. The HLT was used as a guide for the res

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7

Petersson-Bloom, Linda, and Mona Holmqvist. "Strategies in supporting inclusive education for autistic students—A systematic review of qualitative research results." Autism & Developmental Language Impairments 7 (January 2022): 239694152211234. http://dx.doi.org/10.1177/23969415221123429.

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Background and Aim Strategies to modify and adjust the educational setting in mainstream education for autistic students are under-researched. Hence, this review aims to identify qualitative research results of adaptation and modification strategies to support inclusive education for autistic students at school and classroom levels. Method In this systematic review, four databases were searched. Following the preferred PRISMA approach, 108 studies met the inclusion criteria, and study characteristics were reported. Synthesis of key findings from included studies was conducted to provide a more

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8

Babič, Karolina. "Inclusion of Social Economy Topics into the Higher Education Business Study Programmes in Slovenia." Mednarodno inovativno poslovanje = Journal of Innovative Business and Management 13, no. 1 (2021): 1–11. http://dx.doi.org/10.32015/jibm/2021.13.1.1-11.

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The author is addressing the problem of systematic inclusion of the topics of social economy into the accredited higher education study programmes in Slovenia. To support the actuality of the research problem, education in social economy is shown as public policies priority on national and European level. The paper aims to answers the question of existence of social economy courses in the study programmes on business (and business-related management) and the question about correspondence of the content of these courses to the needs for competences of actors in the sector of social economy. The

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9

Et al., Tashtemirova Mufassal Alidjanovna. "Lingu-Didactical Basis Of Teaching English Learning Vocabulary To The First-Year Uzbek Audience Students." Psychology and Education Journal 58, no. 1 (2021): 43–53. http://dx.doi.org/10.17762/pae.v58i1.732.

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The relevance of the study is that the academic work is devoted to one of the least researched linguistic problems, the importance of teaching the English language teaching vocabulary to the students of the first year Uzbek audience and the solution of the problems. Effective teaching of English requires students to communicate as much as possible in English. Naturally, students learn a foreign language mainly in an educational institution, and therefore, the full understanding and application of the teaching lexicon in the educational process is one of the pressing problems. The research subj

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10

Donevska-Todorova, Ana. "Towards a Theoretical Foundation for Quality Tablet App-Enriched Learning Environments in Primary School Mathematics Education." International Journal for Technology in Mathematics Education 26, no. 3 (2019): 121–29. http://dx.doi.org/10.1564/tme_v26.3.03.

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There has been much research about tasks and learning environments but not yet sufficient regarding those involving mobile technologies for mathematics education. This paper discusses the quality of the expanding amount of tablet applications for primary school mathematics and their eloquent integration in student-centred learning environments (LE). It argues that students’ engagement in LE with tablet apps does not necessarily start with a particular a priori task designed within the LE and through a task-format, as by now reported in literature. An engaging design of touchpad apps may rather

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11

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

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

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12

Büchter, Theresa, Nicole Steib, Katharina Böcherer-Linder, et al. "Designing Visualisations for Bayesian Problems According to Multimedia Principles." Education Sciences 12, no. 11 (2022): 739. http://dx.doi.org/10.3390/educsci12110739.

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Questions involving Bayesian Reasoning often arise in events of everyday life, such as assessing the results of a breathalyser test or a medical diagnostic test. Bayesian Reasoning is perceived to be difficult, but visualisations are known to support it. However, prior research on visualisations for Bayesian Reasoning has only rarely addressed the issue on how to design such visualisations in the most effective way according to research on multimedia learning. In this article, we present a concise overview on subject-didactical considerations, together with the most fundamental research of bot

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13

Schutera, Stefanie, Marc Schnierle, Mathilde Wu, et al. "On the Potential of Augmented Reality for Mathematics Teaching with the Application cleARmaths." Education Sciences 11, no. 8 (2021): 368. http://dx.doi.org/10.3390/educsci11080368.

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Learning content in mathematics, such as vector geometry, is still predominantly taught in an abstract manner, as the visualization and interaction of three-dimensional problems are limited with classical forms of teaching such as blackboard lessons or exercise sheets. This research article proposes the use of augmented reality (AR) in mathematics education. The proposed approach aims at easing the learning process related to vector geometry currently taught in senior mathematics classes by using intuitive visualization. The article introduces the concept of AR and presents the didactic founda

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14

Rubtsov, V. V. "V.V. Davydov – the founder of significant scientific school and director of the Psychological Institute." Психологическая наука и образование 20, no. 3 (2015): 182–96. http://dx.doi.org/10.17759/pse.2015200320.

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The article presents the stages of biography of the famous Russian psychologist Davydov, who was a brilliant leader of a large scientific group, director of the Psychological Institute of the RAE. The content of the work of Davydov’s scientific schools is based upon the three proverbial whales that define its theoretical, methodological and didactical boundaries: the theory of content generalization and con cept formation, psychological theory of learning activity and the system of developmental teaching. The article also outlines the results of researches conducted by V.V. Davydov’s scientifi

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15

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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16

Barlovits, Simon, Simone Jablonski, Claudia Lázaro, Matthias Ludwig, and Tomas Recio. "Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain." Education Sciences 11, no. 8 (2021): 406. http://dx.doi.org/10.3390/educsci11080406.

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Анотація:

In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew

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17

Osmolovskaya, I. M., and L. A. Krasnova. "THE LEARNING PROCESS FROM THE PERSPECTIVE OF INTERDISCIPLINARY RESEARCH." Education and science journal 20, no. 8 (2018): 9–27. http://dx.doi.org/10.17853/1994-5639-2018-8-9-27.

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Introduction. It is presently well understood that growth in new scientific knowledge often arises at the interface between different disciplines. Thus, the current growth in interdisciplinary research may be seen as a consequence of the logic of scientific development – from the highly specialized study of objects and phenomena to integration in terms of information gained through diverse scientific spheres that enable us to receive new knowledge. This paper presents a description of ongoing research (the beginning of which was covered in the Education and Science Journal1) into the developme

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18

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

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

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19

Pupíková, Eva, Dalibor Gonda, Kitti Páleníková, Janka Medová, Dana Kolárová, and Anna Tirpáková. "How Kindergarten Teachers Assess Their Own Professional Competencies." Education Sciences 11, no. 12 (2021): 769. http://dx.doi.org/10.3390/educsci11120769.

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One of the requirements of Education 4.0 is that students and practitioners should be involved in the creation of the content of study plans. Therefore, in the present research we focused on identifying the further educational needs of kindergarten teachers. Teachers’ educational needs were divided into four dimensions: ‘content knowledge’, ‘diagnostic knowledge’, ‘didactical knowledge’, and ‘classroom management knowledge’. In parallel, we discovered how teachers assess the level of their own teaching competencies. Based on the obtained data, we identified that teachers have the greatest need

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20

Agatova, Olga A. "Didactics and pedagogical anthropology of digital educational environments." RUDN Journal of Informatization in Education 20, no. 2 (2023): 176–97. http://dx.doi.org/10.22363/2312-8631-2023-20-2-176-197.

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Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the stu

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21

Camilo, Marcos Gomes. "The Elkonin-Davidov System: A Grove of Developmental Teaching Theory." Núcleo do Conhecimento 06, no. 06 (2021): 142–58. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/developmental-teaching.

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This article presents the essence of Elkonin and Davidov's research on developmental didactics based on the assumptions developed by Vigotski, regarding the role of education and teaching, in the construction of the human psyche. In the meantime, we highlight the understanding of the importance of the connection between education and development, the definition of the role of the school in transforming the reality of its students, the purpose of the construction of scientific theoretical thought in the student and, also, how scientific concepts, which are mediated, can institute in the awarene

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22

Puentes, Roberto Valdés, and Andréa Maturano Longarezi. "DEVELOPMENTAL DIDACTIC SYSTEMS: CONCEPTUAL, METHODOLOGICAL AND TYPOLOGICAL CONCEPTIONS." Moscow University Psychology Bulletin, no. 4 (2021): 262–309. http://dx.doi.org/10.11621/vsp.2021.04.08.

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Th e present paper is relevant because it addresses, for the fi rst time, the conceptual, methodological and typological aspects of the main developmental alternative didactic systems that emerged in the former Soviet Union from the 1950s onwards. Its main purposes are to analyze the concepts of didactic system, alternative didactic system and Soviet developmental alternative didactic systems, as well as identifying and classifying the most prominent among the last mentioned. Th e research methodology is based on systemic thinking, as well as on the historical-logical and constructive-interpre

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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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24

Puentes, Roberto Valdés, Paula Alves Prudente Amorim, and Cecília Garcia Coelho Cardoso. "Developmental didactic of activity: V. V. Repkin’s contributions to the Elkonin-Davidov system." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (2018): 188–95. http://dx.doi.org/10.33531/farplss.2018.3.22.

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The Ukrainian philologist, philosopher, psychologist and didactic V. V. Repkin (1927) is the third most important figure in the Elkonin-Davydov system, however, his work is virtually unknown in the West, especially in Brazil. This educator and scientist made important contributions to the system and, in general, to the developmental didactic of activity in fields as diverse as: theory of study activity, Russian language teaching methodology, teacher training, transition between different levels of education, system diagnosis, creation and consolidation of groups and research centers, as well a

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25

Lavrentieva, Olena, and Oleksandr Krupskyi. "DIDACTICS OF THE DIGITAL AGE: CHALLENGES, OPPORTUNITIES, AND DEVELOPMENT PROSPECTS." Alfred Nobel University Journal of Pedagogy and Psychology 2, no. 28 (2024): 37–49. https://doi.org/10.32342/3041-2196-2024-2-28-4.

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The article addresses the issue of the appropriateness of revising the content of the theory of educa- tion and learning, analyses key didactic categories, and outlines the opportunities presented by education- al systems in the era of digitalisation. The purpose of this study is to defi ne the main challenges, opportuniti es, and prospects for the devel- of this study is to define the main challenges, opportunities, and prospects for the devel- opment of didactics in the digital age. The research tasks include analysing the laws, patterns, principles, rules, strategies, and content of learnin

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26

Card, Noel A., and Todd D. Little. "Longitudinal modeling of developmental processes." International Journal of Behavioral Development 31, no. 4 (2007): 297–302. http://dx.doi.org/10.1177/0165025407077750.

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Methods for analyzing longitudinal developmental data have increased in terms of quantity and complexity in the last few decades. In this article, we describe the advantages of longitudinal data, review the use of longitudinal data in current developmental research, and then preview the articles in this Special Issue. A survey of recently published literature indicates that longitudinal data are commonly used (due to several advantages over concurrent data) across domains of developmental research and vary tremendously in terms of time spans studied, the number and structure of data points, an

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27

Moral Santaella, Cristina, and Agustín De la Herrán Gascón. "Subject matter knowledge in Primary Education teacher training." Bordón. Revista de Pedagogía 76, no. 1 (2024): 157–77. http://dx.doi.org/10.13042/bordon.2024.99062.

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INTRODUCTION. The article questions a basic problem of didactics: the relevance of subject matter knowledge as a quality requirement in teacher training. Subject matter knowledge is assumed to be necessary to facilitate student learning and education. Specifically, it is understood as a requirement for teachers to be able to carry out didactic designs and developments that facilitate meaningful learning experiences and strengthen the conceptual structure of students. The objective of the research is to know if future Primary Education teachers and preservice Primary Education teachers have an

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28

Brière, Fabienne. "The professional development of physical education student trainees at the articulation of didactic and meta-didactic systems." Swiss Journal of Educational Research 45, no. 2 (2023): 178–89. http://dx.doi.org/10.24452/sjer.45.2.8.

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Our research focuses on the processes of professional knowledge elaboration by physical education student trainees in an initial training system in France. This system combines classroom teaching situations and practice analysis situations, characterizing respectively the didactic and meta-didactic systems. The results reveal that, in their analyses, the student trainees jointly mobilize knowledge to be taught and for teaching, some of which are subject to a real co-elaboration supported by an evolution of their reflexive modalities. The discussion returns to the didactic and developmental sta

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Steingrübl, Saskia, and Alexandra Budke. "Writing in Geography Lessons—An Unreflected Routine?" Education Sciences 12, no. 9 (2022): 587. http://dx.doi.org/10.3390/educsci12090587.

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Writing is an integral part of everyday school life and is a relevant didactic tool in geography lessons. Nevertheless, there is still little research on the topic of writing in geography lessons. The study aims to investigate the attitudes towards writing and school practice of geography teachers by analysing qualitative guided interviews. It will reflect on the extent to which teachers ascribe meanings and didactic significance to this language action and implement it in their geography lessons. Teachers see writing in particular as a function of performance assessment and material evaluatio

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30

Kodliuk, Yaroslava, Nadiya Bibik, Ihor Kodliuk, Liubov Kodliuk, and Olha Radchenko. "School textbook as an object of pedagogical research." SHS Web of Conferences 104 (2021): 02009. http://dx.doi.org/10.1051/shsconf/202110402009.

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Анотація:

The article deals with investigations of scientists in the field of school textbook theory. The material has been structured taking into account the main components of this field of knowledge: purpose (the dual essence of this type of educational literature has been revealed – it is a carrier of educational content and teaching aids; position of the textbook as a model of integral learning process has been substantiated (systematization, consolidation and control, self-education, integrating, coordinating, developmental-educational), structure (general didactic structure of the school textbook

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31

Burlacu, Natalia. "ASPECTS OF ASSESSMENT OF STUDENTS’ ACTIVITY IN THE SEMINAR CLASSES: PROBLEMS AND SOLUTIONS." Journal of Social Sciences IV, no. 4 (2021): 63–74. http://dx.doi.org/10.52326/jss.utm.2021.4(4).07.

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Given paper is presented as a theoretical-applied study that falls within the scientific dimensions of the theory and methodology of didactic evaluation. The author uses descriptive and analytical research methods; comes with the literature review relevant to the stated topic; describes a formative assessment tool based on applying criteria and descriptors that could be implemented in the educational activities specific to the seminar classes within the university study programs with specializations in the field of Computer Science and ICT, but not only. The research's aim is to provide the un

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32

Gevko, Oksana, and Svitlana Bereza. "Intensification of intellectual development of preschool children by means of role-playing and didactic games." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (363) (2024): 173–80. http://dx.doi.org/10.12958/2227-2844-2024-4(363)-173-180.

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The article defines the essence of a child’s intellectual development: the implementation of thinking and logical operations, tasks, situations and problems, obtaining results and conclusions. An analysis of theoretical and methodological research on the research topic was carried out. The spiritual-cultural, moral-ethical, artistic-visual, aesthetic, speech-developing, historical-local lore, logical-mathematical, natural-informative didactic potential of various games was determined. The stages of involvement of a preschool child in educational processes for the intensification of intellectua

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Estrada-Molina, Odiel. "A Systematic Mapping of Variables Studied in Research Related to Education in Informatics And Computing." Journal of Engineering Education Transformations 36, no. 2 (2022): 109–25. http://dx.doi.org/10.16920/jeet/2022/v36i2/22159.

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Abstract : Previous theoretical studies (reviews and systematic mappings) have only focused on certain variables of the education of Informatics and Computing such as game-based learning, projectbased learning, and problem-based learning. Therefore, the objective of this article was to carry out a systematic mapping (2010-2019) to determine which variables are studied in research related to the education of informatics and computing. We performed a systematic mapping to IEEE Xplore (2010-2019). The protocol corresponds to the PRISMA guidelines for systematic reviews and its contextualization t

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Andreeva, Tamara Egorovna, Antonina Afanasyevna Vinokurova, Sargylana Danilovna Vinokurova, Nadezhda Prokopyevna Nikolaeva, and Kirill Namsaraevich Struchkov. "Game techniques in developmental teaching the native language." SHS Web of Conferences 127 (2021): 01013. http://dx.doi.org/10.1051/shsconf/202112701013.

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The purpose of this article is to show the possibility of in-depth teaching of the native language in an educational institution, the formation of communicative competence in children, the core of which is in communication skills; introducing students to a new social experience by playing various roles in the Evenk language in educational and game situations through didactic materials, including gaming techniques based on the Evenk language materials. Research hypothesis: gaming techniques in the classroom will form ideas about the native language as a means of knowing one’s culture, promote i

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Johannesen, Hedvig Skonhoft, Kari-Anne Kverneggen, and Monika Øgård. "Læring på tvers: Hvordan kan yrkesfag- læreren legge til rette for boundary learning for elever i arbeidslivspraksis?" Nordic Journal of Vocational Education and Training 12, no. 1 (2022): 51–75. http://dx.doi.org/10.3384/njvet.2242-458x.2212151.

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A well-known challenge in vocational education and training (VET) programmes is the lack of coherence between school-based and workplace learning. The Norwegian VET model consists of two years of upper secondary education followed by two years of apprenticeship at work. This small-scale study of vocational teacher’s vocational didactics aims to investigate boundary learning at the VET Programme for Sales and Service at the Norwegian upper secondary level. The research question explored is: How can vocational teachers improve boundary learning for students in work-based placements in the subjec

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Chaika, Volodymyr, Oksana Pysarchuk, and Olha Chykurova. "EDUCATIONAL AND DEVELOPMENTAL ENVIRONMENT AS A FACTOR OF SKILLS FORMATION OF SELF-ORGANIZATION OF PRIMARY SCHOOL PUPILS’ EDUCATIONAL ACTIVITY." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 79–90. http://dx.doi.org/10.36690/2733-2039-2020-1-79.

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Modernization of educational activities determines the necessity for the formation of educational and developmental environment. Today, the development of students' self-organization in an educational and developmental environment is one of the main demands that modern society puts forward to the system of primary education. The purpose is to study the features of the educational and developmental environment, its classification; development of didactic games at the lessons of Writing and Mathematics that promote the development of pupils’ self-organization in an educational and developmental

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Cepeda Escobar, Angie Alejandra, Maria Angélica Arias García, Karent Yubeli Castañeda López, et al. "Estrategias pedagógicas y didácticas desde los enfoques pedagógicos de María Montessori y Reggio Emilia para la construcción de un currículo emergente en Educación Infantil / Pedagogic and didactic strategies from the approaches María Montessori and Reggio Emilia for the construction of an emergent curriculum in childhood education." Revista Internacional de Educación y Aprendizaje 6, no. 1 (2018): 35–42. http://dx.doi.org/10.37467/gka-revedu.v6.1501.

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El artículo muestra los resultados de la investigación realizada por maestras licenciadas en educación preescolar de la Fundación Universitaria Monserrate en Bogotá, Colombia. Se pretendió buscar rutas metodológicas y didácticas adecuadas en la educación infantil, con el fin de potenciar de las dimensiones del desarrollo de los infantes, con base en enfoques pedagógicos de María Montessori y Reggio Emilia, vinculando perspectivas del desarrollo infantil, la pedagogía y la didáctica pertinentes en contextos urbanos vulnerables. Se muestra una concepción de currículo emergente, proporcionando as

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Astrakhan, Natalia. "HARRY POTTER BY J.K. ROWLING: THE DEVELOPMENTAL POTENTIAL OF DIDACTIC INTERPRETATION." Science and Education 2019, no. 4 (2019): 31–40. http://dx.doi.org/10.24195/2414-4665-2019-4-4.

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The article is concerned with the novel series about Harry Potter by J. K. Rowling in terms of its influencing the formation and development of a high school reader’s personality. The purpose of the article is to carry out a didactic interpretation of the novel series in order to determine the personality developing potential of the picture of the world and the concept of man, created by the writer; to determine the significance of the meanings found in the process of interpretation of the influence on the axiological sphere of a modern person; to comprehend the saga as a programme for a young

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Kruk, Jolanta, and Kamila Zdanowicz-Kucharczyk. "Mindtoyness – zestawy dydaktyczne rozwijające zmysły i uważność poznawczą. Wykorzystanie badań ewaluacyjnych w praktyce pedagogicznej." Problemy Wczesnej Edukacji 52, no. 1 (2021): 142–52. http://dx.doi.org/10.26881/pwe.2021.52.10.

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In contemporary didactic studies we find relatively little information about methods of developing mindfulness in the cognitive sphere. Our aim is to try to transfer the issues of training concentration and attention to early childhood education. The didactic and developmental benefits that can be obtained from this practice were observed during the classes with the sets. Mindtoyness – is a collection in its root referring to mindfulness – in our research project it can give teachers the tools to work on developing in-depth concentration in children.

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Ilić, Mile, and Ljiljana Jerković. "Scientific and theoretical foundations of teaching systems." Zbornik radova Filozofskog fakulteta u Pristini 55, no. 2 (2025): 373–91. https://doi.org/10.5937/zrffp55-56707.

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In the available didactic literature, there has not been an attempt to identify the theoretical foundations of teaching systems. The aim of this paper is to identify and compare the scientific and theoretical foundations of traditional and representative innovative teaching systems. Through meta-theoretical analysis and comparison, it was established that the theoretical foundations of the system of lecturer-centered and lecturer-expository teaching represent the conservative didactic paradigm, characterized by stimulus-response (S-R) learning theories, epistemological theories of education, a

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Hakman, A., M. Osadets, and N. Lymarenko. "Didactic peculiarities of technical actions' training method of young volleyball players." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 6(137) (June 22, 2021): 46–50. http://dx.doi.org/10.31392/npu-nc.series15.2021.6(137).11.

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Training in motor actions is necessary in any activity. In sports, training has its own specifics, the essence of which is that the bulk of the new is learned in the acquisition of various motor actions that take the form of exercise. The goal of this research was to develop a method of teaching motor actions in volleyball using the didactic principles of educational activities and developmental learning and to test its effectiveness in experimental work. Research findings. The results of the influence of the developed method on the ability to differentiate their motor actions and on the physi

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Oubibi, Mohamed, Wei Zhao, Yue Wang, et al. "Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers." Sustainability 14, no. 4 (2022): 2045. http://dx.doi.org/10.3390/su14042045.

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With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teache

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Dela Peña, Eunie S., and Demetria May T. Saniel, DM. "PUBLIC BASIC EDUCATION TEACHERS’ ENGAGEMENT IN EDUCATIONAL RESEARCH." International Journal of Education Humanities and Social Science 05, no. 06 (2022): 15–27. http://dx.doi.org/10.54922/ijehss.2022.0451.

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The study investigated into the research engagement of public-school teachers in Northern Mindanao - Region X for the years 2018-2019. It is a qualitative study on the completed action researches on Teaching and Learning being one of the research themes of DepEd’s Basic Research Agenda. Specifically, through secondary data analysis on pertinent archives referenced from the official reports submitted by the fourteen (14) Schools Divisions and through narrative analysis of interviews and FGD responses, the findings indicate that more than half (60.76%) of the action researches studied on Instruc

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Vilkelienė, Aldona. "Arts Education of Pupils with Special Educational Needs: Objectives and Principles." Pedagogika 118, no. 2 (2015): 239–53. http://dx.doi.org/10.15823/p.2015.017.

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Changes in society, democratization of education enable to shift towards persons with disabilities, in order to integrate them into society without causing discomfort neither the person, nor those around him. Categorization of disabilities and disorders according to medical criteria does not meet the educational objectives of pupils with special educational needs, as both developmental disorders and learning difficulties create the variety of abilities, needs and interests of pupils in the class. Such variety refers to school for all pupils, to involving (inclusive) education. According

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Чеснокова, К. А., та М. К. Абайдельданова. "ОСОБЕННОСТИ РАЗРАБОТКИ СОВРЕМЕННЫХ ДИДАКТИЧЕСКИХ МАТЕРИАЛОВ ДЛЯ СТУДЕНТОВ-ФИЛОЛОГОВ". Bulletin of Zhetysu University named after I.Zhansugurov, № 3(112) (28 жовтня 2024): 139–46. https://doi.org/10.53355/zhu.2024.112.3.020.

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Статья посвящена проблемам создания учебного контента (электронных учебников, учебно-методического обеспечения, наглядно-иллюстративного материала), применяемого в рамках обновленной системы образования высшей школы в процессе обучения студентов- филологов. Актуальность исследования определяется необходимостью анализа факторов, влияющих на процесс разработки и применения электронных дидактических средств, качество учебного материала и результаты обучения. Целью данного исследования является характеристика ключевых свойств качественных учебных материалов, созданных в электронном формате, а такж

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RENDYUK, S. "DIDACTIC CONDITIONS OF THE MANAGEMENT OF THE COGNITIVE ACTIVITY OF STUDENTS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 20 (November 22, 2017): 219–23. http://dx.doi.org/10.33989/2075-146x.2017.20.209817.

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In the article basic didactic conditions of management of the cognitive activity of students are considered in order to find new forms and methods of the organizing of the educational process, increasing of the isnterest of students to the mastering of the educational and professional formation.It is grounded that the transformational processes in society, the modern educational space with the necessity require due attention to the management of cognitive activity of students in the interests of better assimilation of information and its further use. To activate this activity, it is required t

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Riess, Werner, Monika Martin, Christoph Mischo, Hans-Georg Kotthoff, and Eva-Maria Waltner. "How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals." Sustainability 14, no. 7 (2022): 3708. http://dx.doi.org/10.3390/su14073708.

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Education for sustainable development (ESD) has been a task assigned to schools and universities since the mid-1990s. This global movement spawned ESD research in numerous fields, including, among others, didactics and educational sciences, as well as sustainability sciences. In this article, we analyze the state of research on reliable recommendations of means (more precisely, teaching and learning methods and procedures) to promote the ESD goals. Within the framework of systematic literature analysis, we compared and evaluated 17 scientific publications from the field of ESD. Using qualitati

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Arlasheva, Lyudmila Vyacheslavovna. "Implementation of a Teacher’s health-preserving Competence in the Process of Adaptive and Developmental interaction between Subjects of Education." Siberian Pedagogical Journal, no. 3 (June 22, 2024): 121–33. http://dx.doi.org/10.15293/1813-4718.2403.12.

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The article discusses the issue of implementing the health-preserving competence of a teacher at the present stage of modernization of education in Russia. A pedagogical model for the implementation of the health-preserving competence of a teacher is presented. The possibility of a variable part of educational programs through the introduction of a software and technological complex for preparing teachers for activities to improve the adaptive and developmental potential of students. The purpose of this article is to present pedagogical conditions developed and tested on the basis of experimen

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David, Bernard, Daniel Bouthier, Jackie Marsenach, and Alain Durey. "French research into the didactics and technology of physical activities and sports: An expanding new field." Instructional Science 27, no. 1-2 (1999): 147–63. http://dx.doi.org/10.1007/bf00890688.

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Millei, Zsuzsa. "Pedagogy of nation: A concept and method to research nationalism in young children’s institutional lives." Childhood 26, no. 1 (2018): 83–97. http://dx.doi.org/10.1177/0907568218810078.

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In our current context, researching how young children encounter and inhabit the nation among diverse people is ever-more important. In societies free of conflict, the nation operates beneath the surface, therefore, it is difficult to study. By bringing together the perspectives of ‘everyday nationalism’ and ‘cultural pedagogy’, I develop the concept of ‘pedagogy of nation’ to focus on and account for various didactic means through which young children learn to inhabit the nation and to further explore everyday nationalism.

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