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Acuña-Umaña, K., C. Gómez-Quirós und O. A. Herrera-Sancho. „From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking“. Physics Education 57, Nr. 4 (07.06.2022): 045037. http://dx.doi.org/10.1088/1361-6552/ac6eb5.
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Abstract The implementation of theatre as a didactic tool for teaching science provides a new perspective on the importance of interdisciplinary approaches in the construction of meaningful learning experiences. Gamification and collaborative work are functional strategies to teach scientific concepts in a creative way. However, there are still conceptual issues about spatial thinking that are difficult for students to understand owing to the lack of visualization of objects and their development through a characteristic chronicle. Here we show an innovative way to unifying science, technology, engineering, arts and mathematics (STEAM) careers through the development of an interactive theatrical play inspired by The Little Prince novella, to promote a culture of integration of science, theatre and literature. One of the more significant findings to emerge from this study is that the didactic strategies used are key ingredients in order to design an unique theatre play based on a link between history of atomic models and literature towards full understanding of spatial macroscales and microscales thinking. Due to the successful in the qualitative assessment results, we are devising to continue exploring the use of these didactic strategies to achieve an integrated and greater impact on students’ learning processes.
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Rüütmann, T. „Engineering Pedagogy as the Basis for Effective Teaching Competencies of Engineering Faculty“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, Nr. 12 (10.12.2019): 123–31. http://dx.doi.org/10.31992/0869-3617-2019-28-12-123-131.
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The article presents the philosophy and the basics of Engineering Pedagogy Science – the key to science-based, effective, interactive and motivating teaching engineering, shaping the ground of teaching competencies of engineering faculty, ensuring relevantly one of the prerequisites of the quality of engineering education in general. The foundational questions shaping the philosophy of Engineering Pedagogy Science, as an analytical ground for effective course design and further course development, based on informed decisions, are presented in this paper. The didactic pentagram and the basic didactical model of Engineering Pedagogy Science are discussed in this paper. Didactical pentagram of Engineering Pedagogy Science forms the ground of the essential pedagogical competencies of engineering faculty along with the speciality competencies, ensuring effective teaching engineering. The basic didactic model of Engineering Pedagogy Science follows the principles of an iterative process, being an effective tool for the design of a study program, curriculum, syllabus, course, or a lecture with the aim of effective teaching engineering. Integrated quadruple instructional model of Engineering Pedagogy Science as the foundation of integrated course design and one of the preconditions of effective teaching and learning is introduced as the basis of expected teaching competencies of engineering faculty. Pedagogical competences of the faculty are becoming more considerable in the quality assessment of higher education. The most effective ground of pedagogical continuing education of engineering faculty is Engineering Pedagogy Science, which offers suitable and relevant didactic models for insurance of effective teaching and learning and integrated course design based on informed decisions, learning analytics, reflection and metacognition.
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Hasanah, Huswatun. „Desain Didaktis dengan Pembelajaran Matematika Realistik Pada Konsep Luas Permukaan Kubus dan Balok“. Indonesian Journal of Learning Education and Counseling 4, Nr. 1 (04.10.2021): 57–66. http://dx.doi.org/10.31960/ijolec.v4i1.1146.
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The purpose of this study is to develop the didactical design concerning on the cube and cuboid surface concept. This study use Didactical Design Research measure in which it consists of three phases: (1) analysis of the didactic situation before learning that the form of design didactic hypothetical, (2) metapedadidactic analysis, and (3) retrospective analysis linked the results of analysis didactic situation hypothetical analysis and metapedadidactic analysis. This study has 96 secondary school’s students in the Cilegon city as research subjects. All datas were documented by using camera recording, interviews, and tests. The datas were analyzed qualitatively to determine the learning obstacle then researcher also compiled didactic design incorporating didactic pedagogical anticipation based on identified learning obstacles. Furthermore, the didactic design is implemented and analyzed the results of its implementation as a final product. The results obtained are a didactic concept design model surface area of cube and cuboid.
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Yáñez-Valdez, Ricardo. „Hybrid project-based didactic strategy in mechanical engineering courses“. IE Revista de Investigación Educativa de la REDIECH 14 (11.10.2023): e1778. http://dx.doi.org/10.33010/ie_rie_rediech.v14i0.1778.
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Adopting a didactic strategy that promotes education and autonomous work in the training of an engineering student while it generates academic products for the teacher-student binomial is a real possibility. The application of such a strategy in the hybrid educational model is presented to implement interactive courses in the Mechanical Engineering career at the Universidad Nacional Autónoma de México. The methodological foundation is highlighted as a basis for the pedagogical design of the bimodal courses, and the practical cases developed by the authors in the undergraduate and graduate programs in mechanical engineering under this modality are presented. The research provides the analysis of results obtained from seven subject programs during the last academic periods from the second semester of 2015 to the first semester of 2022. The research based on design specifications, learning objectives, temporal organization, activities, formative and summative evaluation, and a scoring guide proved the efficiency of hybrid format for mechanical engineering courses.
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Bitay, Enikő, und Gyula Bagyinszki. „Didactic and Methodological Aspects of Technical Higher Education“. Műszaki Tudományos Közlemények 17, Nr. 1 (01.10.2022): 1–5. http://dx.doi.org/10.33894/mtk-2022.17.01.
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Abstract Technical higher education - that is engineering education, unlike the general practice of secondary vocational education - already deals with adult “students”. Although the emphasis on educational tasks in universities is less, the attitude-shaping effect and example of lecturers play a key role. With this compilation, we aim to provide clues for this.
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Abysova, Mariia A., Mariia H. Kravchuk und Oksana M. Hurniak. „DIGITALIZATION IN UNIVERSITY EDUCATION: DIDACTIC ASPECTS“. Information Technologies and Learning Tools 93, Nr. 1 (28.02.2023): 68–79. http://dx.doi.org/10.33407/itlt.v93i1.5097.
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Intensively developing digital technologies are transforming the basic processes studied by the didactics of higher education: ways of the teacher-student interrelated activity; the student and the knowledge, skills, and competencies intended to be learnt and gained; the teacher and the methodology of educational material. The learning goals set by the information society shift the focus from mastering the system of knowledge and developing professional skills to developing competencies, the formation of students’ readiness to design their own unique educational trajectories based on a competency-based approach. As higher education becomes more digitalized, there is a shift from coordinating teaching and learning activities to projecting, forming, and mastering individual educational plans. To meet the challenges of modern education, educators are expected to be able to comprehend changes impacting all of the components of didactic theory, including goals, content, forms, technologies, and learning tools. Digitalization processes lead to the dominance of infographic forms of presentation of educational material instead of narrative (text) forms associated with the development of voluminous texts. The variety of forms of organization of educational activities in the digital educational environment is increasing significantly, they are becoming a dynamic open system of educational modules. The educators are being faced with new theoretical tasks due to the active modernization of university educational practice, including the need to find ways to implement continuity between traditional and innovative methods of organizing the educational process while taking into account specific cognitive, motivational, and need-based characteristics of the digital generation. The transition from teaching as the educators’ primary activity to the variety of pedagogical roles they play in the digital educational process actualizes teachers’ mastery of the information technologies and the development of their personal professional teaching strategy.
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Nuriev, Nail K., und Svetlana D. Starygina. „Didactic engineering as a methodology of organizing automated educational activities“. Pedagogy and Psychology of Education, Nr. 2, 2020 (2020): 9–24. http://dx.doi.org/10.31862/2500-297x-2020-2-9-24.
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The study shows that from a historical point of view, effective educational systems are one of the main elements of the «pushing forward» development of society. A distinctive feature of our era is that in it, another degree of freedom is added to the cognitively active space with two degrees of freedom, and the space of activity is transformed into a space with three degrees of freedom: cognitive, virtual, and real. Because of this, automated systems with elements of «artificial intelligence» penetrated into all spheres of life, filling the space with three degrees of freedom with new objects of life. Overall, this led to the emergence of a «digital economy» with enormous potential for the growth of labor productivity. Didactic engineering – a methodology for organizing automated educational activities in space with three degrees of freedom that arose due to historical necessity and committed to solve the problem of providing the digital economy with personnel. Currently, in the framework of didactics and psychology, many pedagogical problems are solved at the stages of verbal, graphic, tabular modeling. The paper shows that solutions for the design of automated educational systems are insufficient. It is also pointed out that didactic engineering is a continuation of classical didactics, supplementing it with the stages of mathematical and simulation modeling. An example of solving a pedagogical problem based on an engineering approach is given.
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Kolotilova, Uliana, Elena Reznikova, Victoria Vasilyeva, Liya Salavatulina und Ekaterina Gubar. „Possibilities of didactic engineering in training future specialists“. E3S Web of Conferences 460 (2023): 05039. http://dx.doi.org/10.1051/e3sconf/202346005039.
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The article discusses the possibilities of didactic engineering in preparing future specialists for independent professional activities. Didactic engineering is a methodology (theory, practice, diagnostics) of organizing activities to solve didactic problems using engineering methods (metric approach, modeling, numerical analysis, use of information and communication technologies). Within the framework of didactic engineering, the tasks of creating new effective didactic systems, teaching aids and diagnosing the quality of training of specialists working in a virtualreal environment are solved. This allows us to outline the path for rapid sustainable professional development of the student, establish key invariant abilities, determine the role of knowledge in solving professional problems, and generally reveal the reasons why some people solve professional problems more successfully than others. The authors, based on the theoretical and practical results of the study, highlight problematic issues in the adaptation of future specialists to independent professional activities and the need to implement innovative approaches. Based on the conducted research, a set of interrelated conditions aimed at increasing the level of readiness of future specialists to carry out innovative professional activities was put forward for discussion. The process of training and education of a student must be organized based on his personal professional interest, personal growth through the construction of a professional development trajectory. Consequently, in systems built within the framework of didactic engineering, it is necessary to introduce the category “complexity of problems”, since in the future this makes it possible to objectively assess the professional potential of a future specialist.
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Vieira, Renata Passos Machado, Francisco Regis Vieira Alves und Paula Maria Machado Cruz Catarino. „The Construction of Definitions Through Padovan’s Combinatorial Model: An Investigation With Didactic Engineering in an Initial Education Course for Mathematics Teachers“. Acta Scientiae 25, Nr. 6 (28.11.2023): 366–95. http://dx.doi.org/10.17648/acta.scientiae.7728.
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Background: Given the oversight of specific topics in the history of mathematics books, this research was motivated by the extensive coverage of the Fibonacci sequence. In addition, the existence of the Padovan sequence, which is considered a Fibonacci cousin, stands out. Objectives: Investigating the Padovan sequence, building its definition through a combinatorial model using manipulative materials based on the theory of didactical situations in the initial mathematics teacher education course context. Design: The research methodological design follows didactic engineering, and a didactic teaching situation is created to investigate the Padovan sequence. Thus, manipulative material was developed to facilitate the teaching process and the construction of the sequence definition. Settings and participants: The interventions were done in the mathematics degree course of a higher education institution in Fortaleza. Five students enrolled in the component of History of Mathematics participated in the study. Data collection and analysis: Data were collected during classes, recorded through photos and audio recordings, based on didactic engineering and the theory of didactical situations. Results: The most relevant result of this study is constructing the definition of the Padovan sequence through the manipulative material. Conclusions: We concluded that the research allowed an investigation of the Padovan sequence, enabling the visualisation of its terms and their integration with other mathematical contents, contributing to teaching these numbers.
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Artigue, Michèle. „Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?“ Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, Nr. 3 (09.01.2021): 25–64. http://dx.doi.org/10.23925/1983-3156.2020v22i3p025-064.
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RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénierie didactique et design-based research, en incluant le cas de l’ingénierie didactique coopérative. J’envisage ensuite diverses évolutions méthodologiques liées à l’évolution des problématiques et théories didactiques et à celle des moyens technologiques de la recherche, avant d’aborder dans une dernière section ces questions méthodologiques sous l’angle des rapports entre recherche et action didactique. Mots clefs : Didactique des mathématiques, Méthodologie de recherche, Praxéologie de recherche, Ingénierie didactique, Design-based research, Ingénierie didactique coopérative.AbstractIn this article questioning research methodologies in mathematics education, after an introduction that situates this questioning in the history of this field of research, and the methodologies within research praxeologies, I first consider didactic engineering, a methodology that is emblematic of the willingness of didacticians to develop research methods meeting their specific needs. I recall its characteristics and also show its evolution in the contact with different theories. Secondly, I examine the relationship between didactic engineering and design-based research, including the case of cooperative didactic engineering. I then consider various methodological evolutions linked to the evolution of research problematics and theories and to the evolution of technological means of research, before addressing, in a last section, these methodological questions from the point of view of the relationship between research and didactic action.Key words: Didactics of mathematics, Mathematics education, Research methodology, Research praxeology, Didactic engineering, Design-based research, Cooperative didactic engineering.ResumenEn este artículo cuestionando las metodologías de investigación en didáctica de las matemáticas, después de una introducción que resitúa este cuestionamiento en la historia de este campo de investigación, y las metodologías dentro de las praxeologías de investigación, me intereso en primer lugar a la ingeniería didáctica, una metodología emblemática de la voluntad de los didactas de desarrollar métodos de investigación que respondan a sus necesidades específicas. Recuerdo sus características y también muestro su evolución en el contacto con diferentes teorías. En segundo lugar, examino la relación entre la ingeniería didáctica y la investigación basada en el diseño, incluyendo el caso de la ingeniería didáctica cooperativa. A continuación, considero diversas evoluciones metodológicas vinculadas a la evolución de las problemáticas y teorías didácticas y a la evolución de los medios tecnológicos de investigación, antes de abordar en una última sección estas cuestiones metodológicas desde la perspectiva de la relación entre la investigación y la acción didáctica. Palabras claves: Didáctica de las matemáticas, Metodología de investigación, Praxeología de investigación, Ingeniería didáctica, Investigación basada en el diseño, Ingeniería didáctica cooperativa.
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Artigue, Michèle. „Méthodologies de recherche en didactique des mathématiques : Où en sommes-nous ? Research Methodologies in didactic of mathematics: Where Are We?“ Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 22, Nr. 3 (09.01.2021): 25–64. http://dx.doi.org/10.23925/1983-3156.2020v22i3p025-064.
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RésuméDans cet article s’interrogeant sur les méthodologies de recherche en didactique, après une introduction resituant ce questionnement dans l’histoire de ce champ de recherche, et les méthodologies au sein des praxéologies de recherche, je m’intéresse dans un premier temps à l’ingénierie didactique, une méthodologie emblématique de la volonté des didacticiens d’élaborer des méthodes de recherche répondant à leurs besoins spécifiques. Je rappelle ses caractéristiques et montre aussi son évolution au contact de différentes théories. Dans un second temps, j’examine les relations entre ingénierie didactique et design-based research, en incluant le cas de l’ingénierie didactique coopérative. J’envisage ensuite diverses évolutions méthodologiques liées à l’évolution des problématiques et théories didactiques et à celle des moyens technologiques de la recherche, avant d’aborder dans une dernière section ces questions méthodologiques sous l’angle des rapports entre recherche et action didactique. Mots clefs : Didactique des mathématiques, Méthodologie de recherche, Praxéologie de recherche, Ingénierie didactique, Design-based research, Ingénierie didactique coopérative.AbstractIn this article questioning research methodologies in mathematics education, after an introduction that situates this questioning in the history of this field of research, and the methodologies within research praxeologies, I first consider didactic engineering, a methodology that is emblematic of the willingness of didacticians to develop research methods meeting their specific needs. I recall its characteristics and also show its evolution in the contact with different theories. Secondly, I examine the relationship between didactic engineering and design-based research, including the case of cooperative didactic engineering. I then consider various methodological evolutions linked to the evolution of research problematics and theories and to the evolution of technological means of research, before addressing, in a last section, these methodological questions from the point of view of the relationship between research and didactic action.Key words: Didactics of mathematics, Mathematics education, Research methodology, Research praxeology, Didactic engineering, Design-based research, Cooperative didactic engineering.ResumenEn este artículo cuestionando las metodologías de investigación en didáctica de las matemáticas, después de una introducción que resitúa este cuestionamiento en la historia de este campo de investigación, y las metodologías dentro de las praxeologías de investigación, me intereso en primer lugar a la ingeniería didáctica, una metodología emblemática de la voluntad de los didactas de desarrollar métodos de investigación que respondan a sus necesidades específicas. Recuerdo sus características y también muestro su evolución en el contacto con diferentes teorías. En segundo lugar, examino la relación entre la ingeniería didáctica y la investigación basada en el diseño, incluyendo el caso de la ingeniería didáctica cooperativa. A continuación, considero diversas evoluciones metodológicas vinculadas a la evolución de las problemáticas y teorías didácticas y a la evolución de los medios tecnológicos de investigación, antes de abordar en una última sección estas cuestiones metodológicas desde la perspectiva de la relación entre la investigación y la acción didáctica. Palabras claves: Didáctica de las matemáticas, Metodología de investigación, Praxeología de investigación, Ingeniería didáctica, Investigación basada en el diseño, Ingeniería didáctica cooperativa.
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Bezukladnikova, Sofiya Sergeevna. „Genre nature of the master class“. Philology. Issues of Theory and Practice 16, Nr. 8 (23.08.2023): 2583–91. http://dx.doi.org/10.30853/phil20230405.
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The research aims to describe the model of the master class as a core genre of engineering and didactic discourse for children and adolescents. Texts in the professional field of engineering didactics rarely come into focus for researchers due to the closed systems in which they exist. This presents a challenge for studying their genre specificity and discursive features. The scientific novelty lies in introducing into scientific use new textual material, i.e. the master class notes of the International Children’s School of Engineering Robotics, considering the genre nature of the master class from the linguistic and discursive perspective. As a result of the analysis, we were able to describe the genre of master class in engineering didactic discourse based on T. V. Shmеleva’s proposed model. We identified the discursive conditioning of the genre-forming elements of the master class, such as communicative goal, author and addressee image, factor of the past and future communicative image, key and peripheral events of dictum, compositional structure, linguistic embodiment of the genre. The double communicative goal, the poly-addressing of the genre and the unstable compositional structure were identified as the specific features of the hybrid genre and discourse.
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de la Rosa Sosa, Aleida, Reinaldo Guerra Pérez und Oscar Alejandro González Jiménez. „Exercises on Heroes and Revolutionary Leaders for the Didactic Software Let´s Play“. Education Journal 10, Nr. 6 (2021): 237. http://dx.doi.org/10.11648/j.edu.20211006.15.
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Agatova, Olga A. „Didactics and pedagogical anthropology of digital educational environments“. RUDN Journal of Informatization in Education 20, Nr. 2 (15.07.2023): 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 study is to analyze digital means of pedagogical activity, to systematize changes in didactic principles. Methodology. Analysis of the development of didactics, pedagogical anthropology in the context of the use of digital didactic tools is based on the study of digital educational environments created during the federal experiment. The study of digital didactic tools used by teachers was organized during the annual interregional webinar of the Russian Academy of Education. According to the research methodology, the requirements for the preparation of reports by webinar participants were based on the structured interview method. Results. The frontiers of changes in didactics and pedagogical anthropology in the conditions of digital educational environments are characterized. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of constructing the interaction of participants in educational relations are revealed. The results presented in the publication are significant for the development of the methodology of modern didactics and pedagogical anthropology and the theory and practice of expertise in education in terms of assessing the developmental functionality of digital educational environments. Conclusion. To evaluate the results of the federal experiment on the introduction of digital educational environments, a proven methodology for the examination of the developing functionality of digital educational environments is needed.
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Rangel Peinado, Carlos Luis, Henry de Jesús Gallardo Pérez und Mawency Vergel Ortega. „Didactic engineering in the development of numerical thinking“. Revista Boletín Redipe 9, Nr. 9 (01.09.2020): 140–46. http://dx.doi.org/10.36260/rbr.v9i9.1072.
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The development of numerical thinking in primary education is an important aspect of children's mathematical training, since it allows for a general understanding of numbers and operations in order to facilitate the development of their handling and application. The work allows the implementation of a pedagogical strategy based on didactic engineering, which allows students to identify and formulate questions related to the management and understanding of numbers and their basic operations together with the decision to approach individually and which ones in a group way while planning and making decisions in their development and evaluation of results. The study is framed in the quantitative paradigm, in a quasi-experimental design, working with control and experimental groups. Pre-test is applied to identify the development of numerical thinking in students and as a support to the design of the intervention proposal. Once the proposal is developed, it is evaluated by means of a post-test that allows identifying significant improvements in the numerical thinking of the children of the experimental group in comparison with those of the control group. This leads to the conclusion that the developed intervention contributes favorably to the development of numerical thinking in children.
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de Sousa, Renata Teófilo, Francisco Régis Vieira Alves und Ana Paula Aires. „Categories of Intuitive Reasoning in the teaching of parabolas: A structured practice in Didactic Engineering“. International Electronic Journal of Mathematics Education 18, Nr. 4 (01.10.2023): em0746. http://dx.doi.org/10.29333/iejme/13514.
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This work is the result of a pre-experiment carried out as part of a master’s course, dealing with the study of the parabola through different mathematical views. It aims to recognize possible didactic obstacles in its teaching, based on intuitive manifestations in the resolution of a didactic situation based on GeoGebra software. The methodology adopted was didactic engineering in its four phases, experimented with a teacher in initial training. The observation and data collection provided us with elements for a posteriori analysis and validation of the experiment in which we verified the need to discuss the parabola, articulating its geometric, algebraic, and analytical views.
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Nurumzhanova, Kulyash A., Anargul B. Iskakova und 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, Nr. 4 (01.09.2022): 225–42. http://dx.doi.org/10.32744/pse.2022.4.14.
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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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Et al., Xolmuxamedov Murodullo Maxmudovich. „“TECHNOLOGY OF USING E-LEARNING MODELING PROGRAMS IN TEACHING SPECIAL SUBJECTS IN PROFESSIONAL EDUCATION”“. Psychology and Education Journal 58, Nr. 1 (20.01.2021): 5403–11. http://dx.doi.org/10.17762/pae.v58i1.2145.
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Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.
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Sousa, Renata Teófilo de, Paulo Vítor da Silva Santiago und Francisco Régis Vieira Alves. „Software GeoGebra as a Proposal for Mathematical Modeling Problems“. Journal of Research in Science and Mathematics Education (J-RSME) 2, Nr. 2 (01.08.2023): 64–74. http://dx.doi.org/10.56855/jrsme.v2i2.319.
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Purpose: This study arises from an investigation into the difficulties in understanding Geometry and the mishaps in the interpretation of problems from the Mathematics Olympiads. The objective of this work is to present a didactic proposal that explores the resolution of Olympic issues, developing visualization skills and geometric reasoning with the support of GeoGebra software. Methodology: For this, we used Didactic Engineering as a methodology, in its first two phases - preliminary analysis and a priori analysis - considering that this study is part of an ongoing research. Findings: As a result, we present a didactic proposal that explores two questions of the International Kangaroo Mathematics, describing their resolution based on the assumptions of the Theory of Didactic Situations. Significance: Finally, we hope to contribute to the teaching work in this area and, subsequently, implement these didactic situations in the last two phases of Didactic Engineering, carrying out their experimentation, posterior analysis, and validation.
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Joffredo-Le Brun, Sophie, Mireille Morellato, Gérard Sensevy und Serge Quilio. „Cooperative engineering as a joint action“. European Educational Research Journal 17, Nr. 1 (14.06.2017): 187–208. http://dx.doi.org/10.1177/1474904117690006.
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This paper describes some elements of a specific kind of design-based research, cooperative engineering. In the first part of the paper, we argue that cooperative engineering can be analyzed through a joint action framework. We first present some conceptual tools that the Joint Action Theory in Didactics proposes in order to understand didactic and cooperative action. The second part of the paper is devoted to cooperative engineering, a research process that gathers teachers and researchers through a common project. We first give some root principles of this kind of research endeavor. Then we focus on a specific cooperative engineering, Arithmetic and Comprehension at Elementary School, which aims towards building a mathematics curriculum at first and second grades. After a general description of the research project, we analyze one of its core components, the engineering dialogue. We show how this joint action between teachers, researchers, and teachers and researchers, enables the cooperative engineering team to build and rebuild the curriculum in an iterative way.
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ALVES, Francisco Regis Vieira, Aline Maria da SILVA CAMILO, Francisca Cláudia Fernandes FONTENELE und Paula Maria Machado Cruz CATARINO. „Didactical Engineering in the Conception of a Teaching Situation Originated from Brazil´s SPAECE Assessment with the Support of the GEOGEBRA Software“. Acta Didactica Napocensia 14, Nr. 2 (30.12.2021): 84–98. http://dx.doi.org/10.24193/adn.14.2.7.
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"Abstract: This work presents a discussion about the Didactic Training Engineering (EDF) methodology, of French origin, emphasizing the role of the teacher, during his initial or continuous training, through the conception and structuring of a didactic situation, organized by such methodology and based on the Theory of Didactic Situations (TSD). Therefore, the objective of this work is to present a didactic situation, based on the research methodology of (EDF) and focused on the analysis of the teacher's role, through the application of the dialectical phases (action, formulation, validation and institutionalization) provided by the TSD. The mathematical problem chosen to compose such a situation, through preliminary and a priori analyzes by EDF, will be focused on Flat Geometry directed to the Permanent Evaluation System of Basic Education in Ceará (SPAECE). SPAECE (Brazil) is a large-scale assessment, held annually in the state of Ceará, Brazil, involving all elementary and high school students in public schools. In addition, the use of the GeoGebra software as a technological resource for carrying out a didactic transposition of the content covered in the proposed didactic situation stands out. For a better conduct of this teaching and learning process, it is suggested the adoption of a didactic contract between the characters involved and the consideration of possible epistemological obstacles and obstacles that may arise during this process."
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Slipukhina, Iryna, Ihor Chernetskyi und Fabian Andruszkiewicz. „Instrumental Digital Didactics in Modern Pedagogy“. International Journal of Pedagogy, Innovation and New Technologies 9, Nr. 2 (30.12.2022): 73–83. http://dx.doi.org/10.5604/01.3001.0016.3215.
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nstrumental digital didactics (IDD) is a practical component of modern pedagogy that reflects the process of acquiring knowledge using a variety of digital means of obtaining, processing and interpreting empirical data. In the process of e-learning digitized content acts only as an activator of sensory perception of information, simplifying the understanding of learning objects. Instead, IDD is based on active usage of technological means in training (e-learning, classical, distance, blended and hybrid learning) which complement and accompany nature experiment. Both concepts are parts of a wider category of digital didactics and logically protract the traditional theory of education in current conditions. DID complements the scientific method of conducting research and engineering design with such opportunities as creation of interactive computer models, visualization of experimental data and their comparison with theory, predicting the course of the process due to changes of influence factors. The development of digital didactics determines changes in the structure of teacher activity, which can be interpreted as didactic engineering. The IDD-based teaching techniques developed at the STEM-Laboratory MANLab are an example of an innovative knowledge management system.
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Prada-Núñez, R., A. A. Gamboa-Suárez und W. R. Avendaño-Castro. „Didactic Engineering as a research method in physics teaching“. Journal of Physics: Conference Series 2102, Nr. 1 (01.11.2021): 012002. http://dx.doi.org/10.1088/1742-6596/2102/1/012002.
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Abstract Several mathematical concepts have application in physics; this paper reports the results of a pedagogical investigation based on the methodology known as didactic engineering, which has been proposed with the aim of improving the skills exhibited by a group of eleventh grade students from a private institution in the interpretation of kinematic graphs. The concept of the slope of the straight line and how this mathematical concept can represent velocity or acceleration according to the variables considered in the kinematics graph provided was enhanced in the pedagogical intervention. This methodology offers a process of internal validation, after comparing the results obtained in a knowledge test at two different points in time (pre-test and post-test). The results allowed us to identify improvements in all students in terms of basic kinematics graph interpretation skills, and a group of students stood out by advancing in more complex reasoning and interpretation processes. These results contribute to the improvement of the pedagogical practices of Physics teachers at secondary and middle school levels, making them more competent when they enter higher education.
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Атамась, Артем Іванович, Ірина Андріївна Сліпухіна, Ігор Станіславович Чернецький und Юрій Сергійович Шиховцев. „IMPLEMENTATION OF THE EQUIVALENT CIRCUIT METHOD IN INSTRUMENTAL DIGITAL DIDACTICS“. Information Technologies and Learning Tools 82, Nr. 2 (25.04.2021): 1–17. http://dx.doi.org/10.33407/itlt.v82i2.4069.
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Instrumental digital didactics is based on the use of various digital means of obtaining, processing, and interpreting empirical data in accordance with the logic of scientific method and engineering design. Appropriate teaching techniques reflect the STEM approach to teaching natural science and engineering subjects. The use of the equivalent circuit created on the NI Multisim platform to investigate the characteristics of electric circuits’ components creates favorable didactic conditions. The methodological approaches proposed by the authors are demonstrated by the examples of determining the parameters of technologically advanced devices - photoelectric converter (for example, determining its maximum power point, as well as Fill Factor) and supercapacitor (for example, designating changes in charging and discharging characteristics depending on the type of construction). In such educational projects the parameters of the circuit components obtained by the equivalent circuit method are compared with the specifications of commercial devices available on the market. This approach, on the one hand, demonstrates statistical errors of results to the students, and on the other hand, it is a source of sufficient data for constructing an equivalent circuit of devices without prior experimental research. It is shown that the use of equivalent circuits in a computer simulation environment to replace real electronic and electrical devices, measuring systems and equipment with their virtual counterparts expands the didactic possibilities. Techniques based on the versatile use of digital didactic tools are being actively developed and implemented in the MANLab STEM-laboratory of the National Centre “Junior Academy of Sciences of Ukraine”.
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Chikova, Olga A., Roman V. Kamenev, Nadezhda P. Gaar und Igor V. Sartakov. „Didactic Model of Project-based teaching of Artificial Intelligence Technologies to Schoolchildren“. Journal of Pedagogical Innovations, Nr. 4 (07.12.2023): 59–76. http://dx.doi.org/10.15293/1812-9463.2304.05.
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Domestic research in the field of theory and methodology of teaching artificial intelligence technologies to schoolchildren does not pay sufficient attention to project-based learning as an approach of productive didactics. The basis of the proposed model is the concept of scientific and methodological support for teaching staff in the process of interaction between a pedagogical university and basic schools, implemented through a specialized center that functions as an element of the Unified Federal System of Scientific and Methodological Support for teaching staff and management personnel. Based on a comparative analysis of foreign scientific and methodological literature, a didactic structural model of project-based learning is proposed, which includes seven components: (1) formulating expected learning outcomes, (2) understanding the concept of training materials, (3) developing skills, (4) developing a project topic, (5) submitting a project proposal, (6) completing project objectives, (7) submitting a project report.
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Khaerudin, Rizky Brehnaputrifajar, Asep Supriatna, Sumar Hendayana und Herwantono Herwantono. „Desain Didaktis Konsep Reaksi Reduksi Oksidasi“. Orbital: Jurnal Pendidikan Kimia 7, Nr. 1 (27.06.2023): 25–40. http://dx.doi.org/10.19109/ojpk.v7i1.17524.
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The lack of didactic anticipation as reflected in lesson plans can have an impact on the less optimal learning process for each student so that learning obstacles arise. One effort to overcome this is to design learning through didactic design. This study aims to develop a didactic design in reducing learning obstacles in the concept of redox reactions. The method used in this research is a qualitative research method. The research design used is Didactical Design Research (DDR). Data collection techniques used are tests, observations, interviews and documentation. Respondents in this study were 30 students of the UPI Pilot Laboratory High School in class XI IPA 2 and 28 students in class X. Based on the results of the study, it was found that the didactic design developed in the form of Chapter Design and Lesson Design included providing an understanding of concepts through the provision of phenomena followed by experiments or demonstrations in general, which ran smoothly. The existence of Chapter Design and Lesson Design components aims to make students obtain the material. The other goal is to make it easier for teachers to achieve better educational goals by bringing out predictions of student responses and prepared teacher anticipation. This didactical design can reduce learning barriers and can improve students' abilities. It can be concluded that the didactic design of the concept of oxidation-reduction reactions is effective as an alternative teaching material used in the learning process.
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Shaheen, Soaad, und Samar Nosier. „Designing Electronic Didactic - Based A Gamafication Environment to Develop Skills of Electrical Engineering“. International Journal of Instructional Technology and Educational Studies 1, Nr. 1 (01.04.2020): 34–35. http://dx.doi.org/10.21608/ihites.2020.29118.1015.
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ALBERDI CELAYA, ELISABETE, IRANTZU ALVAREZ GONZALEZ, MARIA ISABEL EGUIA, AITOR GOTI ELORDI, JESUS MARIA HERNANDEZ VAZQUEZ, XABAT OREGI, HERIBERTO PEREZ ACEBO, AMAIA SANTAMARIA LEON und NAGORE URRUTIA. „BUILDING SUSTAINABILITY: MULTIDISCIPLINARY CONTRIBUTION FROM THE UNIVERSITY“. DYNA DYNA-ACELERADO (04.12.2023): [ 5 pp.]. http://dx.doi.org/10.6036/11019.
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The university, due to its work in the generation and dissemination of knowledge, is a very relevant part of the development of the SDGs. The Civil Engineering and Fundamentals of Architecture degrees play a key role in contributing to sustainability through the development of skills aimed at proper environmental management and administration of natural resources in accordance with them. This article shows the development and application of an initiative to increase the mastery of competences related to sustainability in different subjects of their study plan. The approach includes a framework with actions carried out both in regular subjects and in end-of-degree projects. Didactic activities have been designed using different methodologies and students have been involved in their learning process, bringing them closer to the real world from an environmental and sustainable perspective. Keywords: Sustainable Development Goals (SDGs), Project-Based Learning, competence-based approach, university.
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Catone, Antonella, und Daniela Sorrentino. „Entwicklung mehrsprachiger Kompetenz im DaF-Unterricht durch korpusbasierte Lernaufgaben.“ Linguistik Online 126, Nr. 2 (22.03.2024): 63–82. http://dx.doi.org/10.13092/lo.126.11043.
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The present work aims at showing the didactic potential of the novel Zweinhalb Störche: Roman einer Kindheit in Siebenbürgen, written in 2008 by the German-Romanian author Claudiu M. Florian, for multilingual learning in GFL classes. The paper focuses on the possible use of corpus-based learning tasks and consists of two parts: the first will introduce the main features of multilingual didactics and multilingual competence and the possible teaching approaches of inter- and transcultural literature through the use of corpora; the second will focus on the use of the novel to promote multilingual competence within the GFL classroom. In particular, specific tasks will be suggested to achieve a didactic surplus through the use of corpus compilation and analysis tools such as Sketch Engine.
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Marta Graciela Caligaris, Georgina Beatriz Rodríguez und Lorena Fernanda Laugero. „Development of soft skills while learning numerical analysis“. Global Journal of Computer Sciences: Theory and Research 12, Nr. 1 (23.04.2022): 32–40. http://dx.doi.org/10.18844/gjcs.v12i1.7439.
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Many authors argue that effective communication in any professional training is a factor that positively influences future job success. Based on these ideas, in the Numerical Analysis course at the Facultad Regional San Nicolás, Universidad Tecnológica Nacional from Argentina decided to design didactic sequences that try to promote the development of communicative competence, both oral and written, while students learn the different numerical methods. The main objective of this work is to show some of the didactic sequences that were designed to contribute to the training of students in terms of communicative competence and to present the rubrics that were developed, based on the evaluation criteria that were established. Assessment instruments were also designed to analyze the degree of development of skills in students. The didactic sequences presented in this paper show what can be done from different subjects of engineering careers to contribute to the development of soft skills in students. Keywords: Careers; Communication; Engineering; Mathematics; Soft Skills.
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Johnson, Michael, und Martin J. Hayes. „A comparison of problem-based and didactic learning pedagogies on an electronics engineering course“. International Journal of Electrical Engineering & Education 53, Nr. 1 (23.07.2015): 3–22. http://dx.doi.org/10.1177/0020720915592012.
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Liao, Chin-Wen, Ying-Ju Tseng, Yu-Hsiang Liao, Bo-Siang Chen, Wei-Sho Ho, I.-Chi Wang, Hung-I. Lin und I.-Min Chen. „A Practical Curriculum Design and Learning Effectiveness Evaluation of Competence-Oriented Instruction Strategy Integration: A Case Study of Taiwan Skills-Based Senior High School“. Behavioral Sciences 13, Nr. 1 (04.01.2023): 43. http://dx.doi.org/10.3390/bs13010043.
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The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.
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LI, MANYI, und ELENA SHUMILOVA. „DIDACTIC PRINCIPLES OF TEACHING TO PLAY THE PIANO FOUR HANDS IN MUSIC SCHOOLS OF CHINA“. Научное мнение, Nr. 1-2 (31.07.2023): 116–22. http://dx.doi.org/10.25807/22224378_2023_1-2_116.
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The article briefly discusses the didactic principles of teaching to play the piano four hands in music schools in China. In particular, the authors consider the development of rhythm and beat, musical hearing and acuity of perception of students, concentration of their performing attention, improvement of the instrument mastery level, work on sound and phrasing, formation of communicative abilities, expansion of the repertoire and experience Прикладные исследования, технологии 117 of stage performances of novice pianists in the context of the Piano Ensemble discipline. It is noted that there is insufficient demand for the educational potential of this discipline in complex piano training in educational institutions in China. Playing the piano four hands is a complementary, mutually supportive, interactive form of performance, whose most distinctive artistic feature is the emphasis on proportionality, balance and unity of musical content as a whole, requiring performers to be precise and coordinate with respect to the tactile sphere, phrasing and subtle changes in intonation.
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Kossack, Frederike, und Beate Bender. „INDIVIDUALIZATION IN ENGINEERING DESIGN EDUCATION: IMPLEMENTATION OF AN ADAPTIVE E-LEARNING ENVIRONMENT (ADE-LE)“. Proceedings of the Design Society 3 (19.06.2023): 2295–304. http://dx.doi.org/10.1017/pds.2023.230.
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AbstractWell-educated engineers are key for successful engineering design in product development. Due to varying school education and technical backgrounds, the students have different prerequisites for the acquisition of competences. Subject of this paper is to show the methodical implementation of the prototype AdE-Le suited to the curriculum at Ruhr-University-Bochum and the open source learning platform Moodle. Aim is to evaluate the didactic potential to support engineering students with heterogeneous competence levels. The general needs and existing approaches for E-Learning environments as a means to individualize learning content in engineering design are discussed. Major aim is to reduce the linkage between the students' technical background and their exam success. AdE-Le as an exemplary application is developed based on the didactical concept of Constructive Alignment. Due to a harmonization of learning methods and contents in Engineering Design across the members of the Scientific Society for Product Development the results of this investigation can be transferred to other Universities.
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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, Nr. 2 (01.10.2022): 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 to the performance of systematic mappings. When applying the protocol, 160 articles were finally selected of which 154 are indexed in Scopus (96.25%) and 132 indexed in Scopus and WoS (82.5%). The results highlight that the most studied variables are teaching programming, teaching software engineering, teamwork, collaborative learning, educational technology, assessment, project-based learning, problem-based learning, and game-based learning. There is evidence of a causeeffect relationship (multiple correlations) between the dependent variables: teaching of software engineering and teaching of programming with the independent variables: didactic models based on m-learning, elearning, and b-learning, project-based learning, problem-based learning, artificial intelligence, and educational technology. It concludes by identifying the principal's studies (higher scientific productivity) and the most studied variables in the didactics of Informatics and Computing. Keywords : systematic mapping; Informatics; computer education; engineering education; software engineering teaching; programming teaching.
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Sakellariou, Maria, Maria Banou, Eleni Loizou und Charilaos Zaragas. „Views of Greek Primary Education Professionals on the Utilisation of Play within Preschool and School Environments“. East African Scholars Journal of Education, Humanities and Literature 7, Nr. 02 (07.02.2024): 40. http://dx.doi.org/10.36349/easjehl.2024.v07i02.002.
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Although play comprises a key factor for children’s learning and development, it seems not to be connected with learning or utilised for pedagogical purposes, by a large part of the educational community within Greek preschool environments. This study, conducted during the 2019-2020 school year, aims at exploring, with the aid of a questionnaire, the views of kindergarten educators (N:715) and elementary school teachers (N:793) throughout Greece, regarding play and its utilisation as a didactic tool in kindergarten and elementary school. The investigational data showed that within school environments, play is mainly associated with the pupils’ recess whereas for preschool environments, it is about reaching learning and teaching goals. Kindergarten educators use play to teach pupils of linguistic and logical-mathematical senses, while elementary school teachers barely utilise it likewise. Finally, this study underlines the re-training of educationalists towards the better utilisation of play within the educational process.
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Casadiego, Alix María, Victor Santiuste Bermejo und Vicente Bermejo Fernandez. „Spatial thinking skills mediated by communication processes in preschool children“. Retos 48 (01.02.2023): 74–85. http://dx.doi.org/10.47197/retos.v48.89684.
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Several studies have shown the relationship between math skills and language skills. The main objective of this investigation is to identify preschool children’s spatial thinking skills, achieved through communication processes and also to identify the information transmission and reception skills acquired by children in relation to the development of spatial skills. The whole process of this research is based on the Didactic Engineering methodology, through which four didactic situations (DSs) were designed. The design is non-experimental with an established group. The sample consists of 73 preschool boys and girls aged between five and six years. The results show that once the ability to send and receive messages is acquired, students developed mathematical thinking about their location in space according to a coordinate system, as well as the ability to give instructions in which distance, direction, and orientation relationships appear. Keywords: language, communication, mathematics, spatial thinking, didactic engineering
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Cordeiro, Armando J. L., Miguel C. L. Almeida und Maria G. V. B. Almeida. „DEVELOPMENT OF A DIDACTIC SIMULATOR FOR WATER TREATMENT SYSTEMS“. International Journal of Research -GRANTHAALAYAH 10, Nr. 7 (31.07.2022): 36–50. http://dx.doi.org/10.29121/granthaalayah.v10.i7.2022.4685.
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This paper presents the implementation of a didactic simulator for industrial automation supported by a supervision system. As a result of this work, a solution based on a system of six reservoirs was developed, together with a supervision system that allows the simulator to be controlled and monitored through a Raspberry Pi with a touch screen display and an android application. The aim of this work is to develop a system that can be used by other undergraduate and master's students of the electrical engineering course at ISEL, for them to deepen their knowledge in automation. It is also intended that the simulator be used in fairs, exhibitions, and open days to internal and external students at ISEL, showing some of the work that has been developed in the master’s degree in electrotechnical engineering, especially in the field of industrial automation.
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BOIKO, V. „COMPONENTS OF GRAPHIC TRAINING CONCEPT FOR FUTURE MECHANICAL ENGINEERS“. ТHE SOURCES OF PEDAGOGICAL SKILLS, Nr. 29 (10.09.2022): 38–42. http://dx.doi.org/10.33989/2075-146x.2022.29.264249.
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The article considers the components of graphic training concept for future mechanical engineers in institutions of higher and vocational education. The definition of «concept» is analyzed in various aspects of application. The essence of «didactic concept» is clarified and pedagogical theories that are embedded in the concept of the developed methodology are identified. It is determined that on the basis of the theory the methodology of learning at university is formed. It is proved that the implementation of this approach in training is based on both purely didactic principles and didactic principles of production training: polytechnic principle, the principle of combining learning with practical activities, the principle of modeling professional activity in the educational process, the principle of professional mobility, the principle of modularity, the principle of self-management in cognitive and production training, the principle of computerization of the pedagogical process, the principle of individuality, the principle of subjectivity, the principle of free choice, the principle of creative realization, the principle of developing potential. Principles of production training have their own characteristics, which are characterized in the article.
It is determined that the detailed stage of the concept expresses the specific subject methodology and includes: the goals of teaching engineering graphics by means of computer modeling at the level of engineering and graphic training of future mechanical engineers, at the level of training of engineering and graphic disciplines (in particular, the educational discipline «Descriptive geometry, engineering and computer graphics»), at the level of organization of educational and cognitive subject activities training; didactic principles of structuring the content of engineering and graphic disciplines (including the discipline «Descriptive geometry, engineering and computer graphics»); interactive style of learning engineering graphics by means of computer modeling; criteria, indicators and levels of engineering and graphic training of students as a result of teaching engineering and graphic disciplines.
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Mirkov, Gligorije, Miladin Stefanović und Milica Gerasimović. „INDUSTRY 4.0: SOME ASPECTS OF DEVELOPING DIDACTIC FMC“. Journal of Engineering, Management and Information Technology 1, Nr. 2 (2023): 47–54. http://dx.doi.org/10.61552/jemit.2023.02.001.
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Abstract The paper discusses the modern concept of FMC management model intended for education in accordance with the Industry 4.0 strategy. The concept of managing didactic teaching aids should be based on intelligent interconnection of mechanical engineering, electronics and software, which contributes to the responding to the development of new technologies and business models. The integration of dozens of technologies is supported, some of which having been developed decades ago, but new technologies that are included in this concept are being developed almost daily. Mechanical engineers and specialized technicians trained on such or similar teaching aids are qualified to form cyber-physical systems in the fields of design, construction, and manufacturing.
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Kovshova, Yuliya Nikolayevna, und Yevgeniya Anatolyevna Yarovaya. „From didactic game to educational gamification“. Journal of Pedagogical Innovations, Nr. 3 (19.10.2021): 105–19. http://dx.doi.org/10.15293/1812-9463.2103.09.
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The purpose of the article is to trace the continuity and establish the relationship of the use of traditional didactic games with modern trends in gamification in education and to build the author’s methodological system of gamification of the educational process. The article considers the problem of gamification in education, substantiates the relevance of research in this direction and formulates a contradiction that leads to the problem of finding optimal approaches to the introduction of gamification in the educational process of schools and universities. The results of a survey of teachers of various subject areas are presented in order to identify an understanding of the relationship between the concepts of “didactic game” and “gamification” and their place in their own professional activities. Based on the analysis of the essence of the concepts “didactic game” and “gamification”, the author’s approach to the construction of the methodological system” Educational gamification” is proposed and the key provisions are formulated. According to the results of the study, conclusions are formulated and prospects are outlined in the development of individual components of the author’s methodological system, its approbation in the real educational process and analysis of the results obtained.
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Blanco, Teresa F., Alejandro Gorgal-Romarís, Cristina Núñez-García und Pablo G. Sequeiros. „Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion“. Mathematics 10, Nr. 4 (19.02.2022): 652. http://dx.doi.org/10.3390/math10040652.
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An analysis of the didactic-mathematical knowledge put into play by a sample of 30 prospective primary teachers during their participation in a Service-Learning program focused on mathematical stimulation as a measure of attention to adolescents at risk of social exclusion is presented. The program aimed to respond to current training demands by promoting the development of mathematics-specific professional competencies, as well as social skills to interact with students, and to positively influence the prospective teachers’ affection towards mathematics and its teaching. It was developed during three academic years in two phases: the learning module was oriented to the presentation of the mathematical stimulus program and the didactical analysis of the STEAM activities knocking it into shape; in the service module, the participants implemented the activities in an educational center with students at risk of social exclusion. The analysis was carried out from the video recordings of the sessions, the future teachers’ written reports with the analysis of the activities, questionnaires on the didactic-mathematical knowledge and a satisfaction test. The results show difficulties on the part of the future teachers to analyze some of the activities of the program, which seems to have its origin in their poor command of the common knowledge of the mathematical content, which also limits them when it comes to managing the activities in the way expected for the stimulus program. All in all, participation in the program was positively assessed by them in relation to its usefulness for their training. The potential benefit of Service-Learning programs such as the one addressed here in the face of a positive impact on the affections towards mathematics is concluded, as a necessary step for a more effective acquisition of didactic-mathematical knowledge and skills in the initial training.
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Alves, Luiz F., Dennis Brandão und Marcelo A. Oliveira. „A multi-process pilot plant as a didactical tool for the teaching of industrial processes control in electrical engineering course“. International Journal of Electrical Engineering & Education 56, Nr. 1 (09.07.2018): 62–91. http://dx.doi.org/10.1177/0020720918787455.
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The control of industrial processes is an important theme covered by electrical engineering courses. The implementation of practical activities in laboratories with physical systems and devices complements the theory about control and automation addressed in lectures and enables apprentices to face real situations and problems present in industrial environments. This paper discusses the use of a didactic pilot plant by the students of University of São Paulo in an electrical engineering undergraduate discipline based on the project-based learning approach. The students performed simultaneous experiments with the following control systems: water temperature in the plant, water level in two reservoirs, and water flow rate through the plant, and also monitored the variables of the processes through a supervisory system. The answers of a questionnaire applied to the students after each project and the results registered in technical reports illustrate their performance in the discipline and provide a positive feedback on the use of the industrial plant as a didactic tool.
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Uzlifatul Hasanah, Tatag Yuli Eko Siswono und Rooselyna Ekawati. „Rekayasa Didaktis untuk Mengembangkan Flipbook Bangun Ruang dalam Rangka Meningkatkan Kemampuan Berpikir Kreatif Siswa Sekolah Dasar“. EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, Nr. 1 (09.02.2023): 231–40. http://dx.doi.org/10.62775/edukasia.v4i1.247.
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A whole attention in didactic situations that might occur/ influence is the strength of didactic engineering as a research design for the development of mathematics learning media. The results of the epistimological obstacle and didactic obstacle analysis of students' creative thinking abilities in geometric material showed a gap between expectations and reality. Based on the results of the a priori analysis, flipbook media is appropriate to be used as one of the media development innovations to improve elementary students' creative thinking skills. Armed with completeness and a clear structure, this media got implementation results that show valid, practical as learning media and and not yet effective because students need time to adapt a new media but it can be seen that there was an increase from the value of presentation student who pass the minimum learning completeness criteria from 0% up to 46%. Based on the results of the a posteriori analysis which is validated by the results of the a priori analysis, it showed that this media can be used to improve students' creative thinking skills in terms of learning outcomes and other didactic phenomena during and after using the media
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Blanco Silva, Gonzalo Elias, Juvenal Rodriguez Resendiz, E. Gorrostieta Hurtado, Jesus Carlos Pedraza Ortega und Juan Manuel Ramos Arreguin. „Didactic Platform for Image Processing Experiments based on Digital Design“. IEEE Latin America Transactions 13, Nr. 10 (Oktober 2015): 3398–404. http://dx.doi.org/10.1109/tla.2015.7387247.
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Olga, Aftimichuk. „Course Program on The Formation of The Didactic Communication Rhythm of Physical Education Teacher“. Journal of Exercise, Sports & Orthopedics 6, Nr. 1 (04.12.2018): 1–7. http://dx.doi.org/10.15226/2374-6904/6/1/00176.
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The didactic activity of teacher is based on the laws and norms of educational technology. In this regard, the category of “rhythm” gets a particular importance, since by itself defines a certain sequence and frequency of actions, both for teachers and students. The article presents a program aimed at forming the rhythm of the didactic speech of a teacher during the preparatory part of a physical education lesson. There are demonstrated fragments of 3 typical lessons developed on the problems of three topics of the specialized course. The content of practical classes was built according to the developed algorithm of education of pedagogical skills of the didactic speech rhythm in the class of physical education: movement → movement + speech → speech. The given scheme demonstrates the following system of formation of pedagogical skills: the rhythm and coordination of motor actions – the rhythm of motor actions and speech, as well as their coherence – the rhythm of didactic speech. The effectiveness of the developed course-methodology was confirmed in the framework of subsequent practical testing. Keywords: Didactic Activity; Physical Education Teacher; Rhythm; Speech; Coordination; Music
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Veldman, F. J., M. A. De Wet, N. E. Ike Mokhele und Willem Adriaan Johannes Bouwer. „Can engineering education in South Africa afford to avoid problem-based learning as a didactic approach?“ European Journal of Engineering Education 33, Nr. 5-6 (Dezember 2008): 551–59. http://dx.doi.org/10.1080/03043790802564152.
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Ríos Obregón, Jorge Manuel, und Regla María Bernal Gutiérrez. „ESTRATEGIA DIDÁCTICA PARA LA ENSEÑANZA DEL CÁLCULO INFINITESIMAL EN LAS CARRERAS DE INGENIERÍA“. Revista Cognosis. ISSN 2588-0578 5 (02.10.2020): 37. http://dx.doi.org/10.33936/cognosis.v5i0.2703.
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Dada la necesidad de la mejora continua del proceso de enseñanza aprendizaje se propone una estrategia didáctica para el perfeccionamiento de la enseñanza del cálculo infinitesimal en las carreras de ingeniería la cual permitirá que los estudiantes logren una adecuada preparación en esta disciplina matemática. La estrategia se sustentada en un modelo para la dinámica del proceso de enseñanza aprendizaje del Cálculo Infinitesimal en las carreras de ingeniería centrado en la sistematización formativa que dinamiza la contradicción entre la lógica formal del Cálculo Infinitesimal y la lógica de apropiación de nuevos contenidos.
PALABRAS CLAVE: Matemática; didáctica; enseñanza aprendizaje; estrategia de enseñanza.
DIDACTIC STRATEGY FOR THE TEACHING OF INFINITESIMAL CALCULUS IN ENGINEERING CAREERS
ABSTRACT
Given the need for continuous improvement of the teaching-learning process, a didactic strategy is proposed for the improvement of the teaching of infinitesimal calculus in engineering careers which will allow students to achieve adequate preparation in this mathematical discipline. The strategy is based on a model for the dynamics of the Infinitesimal Calculus teaching-learning process in engineering careers focused on formative systematization that dynamizes the contradiction between the formal logic of Infinitesimal Calculus and the logic of appropriation of new contents.
KEYWORDS: Mathematic; didactic; teaching-learning; teaching strategy.
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Malykhin, Oleksandr, Nataliia Aristova und Tetyana Opaliuk. „DIDACTIC POTENTIAL OF HUMANITIES IN DEVELOPING TRANSFORMATIVE COMPETENCIES AMONG COMPUTER ENGINEERING AND INFORMATION TECHNOLOGY UNDERGRADUATES“. ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (13.06.2023): 169–75. http://dx.doi.org/10.17770/etr2023vol2.7227.
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In the recent decades harnessing the advanced information technologies and their tremendous potential to improve the quality of life for people all over the world is becoming an urgent need than a luxury. Knowing full well that as an innovative student-centred learning paradigm Education 4.0 creates favourable prerequisites for developing valuable professional skills, abilities and knowledge among Computer Engineering and Information Technology undergraduates, the researchers assumed that it also might be effective in preparing them for challenges of the contemporary world through developing their transformative competencies while studying the humanities. The paper aims to reveal the didactic potential of humanities for developing Computer Engineering and Information Technology undergraduates’ transformative competencies. The researchers carried out an exploratory study in five Ukrainian universities using an online survey conceived and developed by a team of researchers. A total of 275 respondents selected by means of a purposeful sampling method took part in the survey. The study found that humanities (1) are more likely to apply various learning activities which can be done both individually and in groups than technical disciplines and (2) have much broader potential for developing all key constructs of transformative competencies among Computer Engineering and Information Technology undergraduates than technical disciplines. The results enabled the researchers to formulate recommendations for university teachers of humanities on how to develop transformative competences among Computer Engineering and Information Technology undergraduates. The combination of challenge-based learning (CBL) and activity-based learning (ABL) is being considered as a major methodological approach of Education 4.0 for developing transformative competences among Computer Engineering and Information Technology undergraduates. Scientific novelty of research consists in revealing and describing the didactic potential of humanities for developing Computer Engineering and Information Technology undergraduates’ transformative competencies.
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Hernández-Carrasco, Daniel Alfredo, César Enrique Rose-Gómez, Samuel González-López, Aurelio López-López, Jesús Miguel García-Gorrostieta und Gilberto Borrego. „A Framework to Assist in Didactic Planning at Undergraduate Level“. Mathematics 10, Nr. 9 (19.04.2022): 1355. http://dx.doi.org/10.3390/math10091355.
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In the teaching-learning process under the competency-based educational model, the instructor is a facilitator and seeks to generate a flexible and adaptable environment for student learning. One of the first tasks of the facilitator is the structuring of didactic planning. Didactic planning includes strategies for teaching and learning, evidence gathering, and choice of evaluation instruments. In this paper, we propose a framework based on natural language processing techniques with the support of an ontology grounded in the experience of instructors and university level course plans in the information systems area. We employ Bloom’s taxonomy in the ontology design, producing an ascending structure for didactic planning, which allows the student to learn gradually. The developed framework can analyze the key elements that a didactic plan must contain and identify inter-related areas. Evaluation results with Cohen’s kappa coefficient between expert judgement and our framework show that is possible to assist instructors in structuring their didactic planning. Out of the nine processes analyzed with the framework, an almost perfect kappa level was achieved in five processes, a substantial level in three processes, and a moderate level for one process.