Auswahl der wissenschaftlichen Literatur zum Thema „Didactic vigilance“

This article discusses the features of didactic games, their application in the mathematics lesson in elementary grades, as a means of increasing the cognitive activity of students. For younger schoolchildren, the game continues to be one of the main means and conditions for the development of a student’s intelligence. The game evokes joy and vigilance, inspires children, enriches them with effects, helps to avoid intrusive reinforcement, creates a friendly atmosphere in the children’s community. The game should constantly replenish knowledge, be a means of comprehensive development of the child, his abilities, cause positive emotions, complement the life of the children’s collective with interesting content. The benefits of didactic games and tasks are known to every teacher. To master the academic disciplines and the requirements of the program, it is important for the student to independently work with the distributed didactic material together with game exercises that provide easy and re.

Abstract Ultraviolet Radiation (UV) is a part of our daily exposure, particularly when we are in the sun. Depending on the conditions of UV ray exposure, it can lead to health issues such as premature aging, burns, changes in skin pigmentation, and, notably, skin cancer. These risks are heightened by the increasingly high UV Index levels that can be observed in many parts of the world, along with the increasing global average temperature and heatwaves affecting several countries. Thus, this article presents a proposal of an experimental and investigative nature concerning the use of a didactic prototype for measuring UV levels. The prototype was developed based on the ESP32 Development Board and ML8511 sensor. The teaching proposal was implemented by a collaborating teacher who integrated it into their regular high school physics classes at a public school in the Northeast of Brazil. In summary, this proposal enabled students to analyze which objects and situations offer varying levels of protection against UV radiation within their school and community environments. The students observed that even shaded or indirectly illuminated areas (via reflection from surfaces) showed detectable UV levels, emphasizing the need for continuous vigilance to improve protection against solar irradiation.

Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour. Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire. Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance. Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.

Introduction. Computational power improvement throughout the time combined with the overall technology advancement has allowed the development and use of robotics for several applications, such as supervision in hazardous places, transportation, vigilance, tourism guiding and, cleaning, among others. The mobile robotics field industry is not yet visible in Brazil, since there is no expressive national manufacturer of a platform for robotics development and programming. Objective. Thus, this article aims to show the development of a mobile robot to be used in internal and external environments for didactic purposes and as a development platform. Methodology. The development of a mobile robot includes hardware and software design, and, in this last group, there are the speed controllers, which are an important part of the robot design and building. In our article, it is implemented a PI controller in an embedded system of National Instruments, called NI-MyRio. This system is programmed in LabVIEW and embeds speed control for the wheels, besides the encoders reading. Additionally, it is connected to an Ethernet network, allowing supervision and control from one or more computers in the same network. Results. It was possible to model the wheels and to configure the PI controller by using such models and the internal control model method. In the experiments, it was possible to prove the functionality of the controllers satisfactorily. Conclusion. In conclusion, using the methodology described above, it was possible to model, build, and evaluate the robot and the controller, fulfilling the project requirements.

Introduction:The prehospital disaster and emergency medical services community stands on the front-line in the response to events such as novel influenza, multi-drug resistant tuberculosis, and other high consequence diseases such as the Ebola Virus Disease.Aim:To address provider and community safety, we developed an online educational program utilizing a Multi-Pathogen Approach to infectious disease personal protective equipment (PPE) deployment by prehospital providers. Such vigilance starts with syndromic recognition and quickly transcends to include operational issues, clinical interventions, and public health integration.Methods:The University of Maryland, Baltimore County (Maryland, USA), Department of Emergency Health Services partnered with the Maryland State Department of Health (USA), to develop an online educational curriculum. The curriculum was developed through an expert panel consensus group including prehospital providers and is hybrid in design and includes awareness level training and procedural guidance.Results:Currently deployed online, this educational content demonstrating the use of the Multi-Pathogen Approach is accessible open-access via YouTube worldwide on computers, tablets, and smartphones. This curriculum is also accessible for continuing medical education to over 50,000 prehospital, hospital, and clinic personnel throughout Maryland and the National Capital Region of the United States. The curriculum consists of twelve modules of didactic and live videotaped demonstrations.Discussion:The development of the Multi-Pathogen Approach for the deployment of PPE and the use of online education modules has given prehospital providers an easily accessible open-access tool for high consequence disease management. The development of educational efforts such as these can help ensure better patient care and prehospital EMS system readiness.

OBJECTIVES/GOALS: Irreproducible and incompletely reported research lead to misallocated resources, wasted effort in pursing inappropriate avenues of investigation, and loss of public trust. To address this challenge, we employed a Team Science approach to create a multi-modal program to support Rigor, Reproducibility, and Reporting in Translational Science. METHODS/STUDY POPULATION: We conducted literature searches to reveal sources of irreproducibility and recommended corrective actions, invited leaders in the field to give lectures on opportunities to support reproducible science, and worked with the Rockefeller team science leadership group to instill an overarching rigor approach, infused into all training efforts. This multifaceted program was labeled R3 (R-cubed) for Enhancing Scientific Rigor, Reproducibility, and Reporting. RESULTS/ANTICIPATED RESULTS: Didactic Courses: Introduction to Biostatistics and Critical Thinking – focus on pitfalls in inferential statistics, consequences of poor research, and errors in published research.Scientific Writing – teaches methods and procedures in writing to ensure reproducibility. Lecture SeriesEstablished nine lectures on topics related to R3, including Data Management, Statistical Methods, Genomic Analyses, Data Repositories, Data Sharing, Pharmacy Formulation, and e-lab notebooks. WebsiteCreating a comprehensive website as repository for research, methods, programs, updates, and improvements related to R3. KL2 Clinical Scholars Seminars and NavigationScholars participate in seminars and tutorials to discuss opportunities to improve R3 across the research life-course.DISCUSSION/SIGNIFICANCE OF IMPACT: Striving for research reproducibility takes focused energy, discipline, and vigilance, but the effort is worthwhile as rigorous and reproducible science is the prerequisite for successful translation of great discoveries into improved health. CONFLICT OF INTEREST DESCRIPTION: none

(J. fxtra-Corpor. Technol. 19[2] p. 216–220 Summer 1987). The development of a School of Perfusion Technology starts with a purpose statement that defines the need for such a program and the role of the school within the professional community. After defining the purpose for such an educational program, a task analysis provides the program description of a perfusionist, which later is used to develop the curriculum. A goal analysis details what the student and program will achieve at completion. A statement of the professional and educational philosophy along with the program objective complete the basic foundation. Level of sponsorship of the program determines the duration of education, physical resources, budgetary support, clinical availability and instructional faculty. A target population study forms the basis to define the applicant traits desirable for the program. All of the above data are combined to generate an application process and to begin to create the curriculum. Specific subject matter is listed to include all pertinent and ancillary topics along with the approximate time required to cover each topic. Classes are developed from the topic list, with material coordinated to provide an overlap of knowledge between classes. Statement of course goals and objectives defines the learning expectation while the examination evaluates student knowledge. Clinical rotations provide the opportunity for practical application of the scientific principles learned in the didactic portion of the education. Pre and post clinical evaluations are essential toward determining student’s strengths and weaknesses, in order to validate his or her knowledge in the clinical practice. This form of education mandates a single instructor per student and continual vigilance. An outcome analysis is generated after graduation with employer feedback and peer review of the graduate perfusionist. From this analysis the program goals and objectives are tested, and program re-evaluation begins.

The COVID-19 pandemic has brought unprecedented challenges, and one of the most critical aspects of this global crisis is its impact on the mental and cognitive health of people, particularly the elderly. This analysis delves into the intricate relationship between the pandemic and mental and cognitive health, emphasizing the importance of understanding and addressing these effects in a demographic group often more vulnerable to the consequences of the disease and social distancing measures. Throughout the exposition, various key aspects of mental health are addressed, from its definition as a state of holistic well-being to its connection with social, economic, and cultural factors. It is stressed that mental health extends beyond the mere absence of mental disorders and influences not only the individual but also the community as a whole. The article presents evidence on the impact of social distancing, particularly confinement, as an essential measure to control the virus's spread. While effective in terms of physical health, it has also been shown to be a source of concern for the mental health of the population, especially among the elderly. The analysis suggests that confinement has led to increased sedentary behavior and physical inactivity, which can have negative effects on both physical and mental health, particularly in vulnerable groups. Additionally, concerns and anxieties related to one's own health and that of loved ones in the context of a pandemic are highlighted. Excessive focus on bodily vigilance and constant worry about possible symptoms have contributed to widespread psychological distress, further underscoring the need to address mental health during a pandemic. The article takes a pedagogical and didactic approach by dividing human development into physical, emotional, and cognitive aspects, with a focus on cognitive aspects as the core of the analysis. It explores cognition and its relation to information processing and knowledge acquisition, leading to an understanding of the human mind and the importance of its adaptability. Research on memory loss in the elderly, especially during the COVID-19 pandemic, sheds light on the complexity of cognition and how factors like attention, motivation, emotional load, and lifestyle can influence memory. While changes in short-term memory are observed, it is emphasized that semantic memory tends to remain stable, highlighting the multifaceted nature of cognition. The analysis also explores gender differences in mental and cognitive health, noting that elderly women may be more prone to experiencing mental disorders, while mortality-related impacts are more severe in elderly men. However, it is emphasized that these patterns vary by country and other social contexts, highlighting the need to address mental health in a contextualized manner. Finally, the article addresses the relationship between chronic diseases and cognitive effects, with current evidence being diverse. Some studies suggest a positive association, while others do not find a significant relationship. Additionally, the importance of physical activity in maintaining the mental and cognitive health of the elderly is emphasized. In conclusion, the analysis provides a comprehensive view of mental and cognitive health during the COVID-19 pandemic, highlighting its importance and the various factors that influence it. Furthermore, it underscores the need to address these aspects holistically to ensure better well-being for the elderly, both during and after the pandemic.

Introduction. Occupational diseases are those that result from exposure to unfavorable, harmful, or dangerous factors in the production environment and work process. These factors can directly or indirectly cause health disorders in employees. Professional pathology has long been and continues to be a crucial component of a physician's comprehensive training, culminating in the attainment of a master's degree. The primary objective of the occupational diseases learning curriculum is to instruct students in the techniques of patient examination, diagnosis, and treatment of prevalent occupational ailments, as well as in organizational strategies to prevent their occurrence, and the principles of professional selection and labor examination. It is essential to maintain vigilance in identifying and addressing occupational diseases in patients. Doing so will not only help in addressing medical concerns related to prevention and the escalation of severity among working individuals, but also in mitigating social and economic issues. These include preserving the productivity of the nation's workforce and reducing the need for social benefits due to work incapacity. Given the unpredictable nature and life-threatening potential of certain pathologies, it is imperative that doctors across all specialties possess knowledge about the clinical aspects, specific diagnostic features, and treatment of occupational diseases. Mastering the discipline "Occupational diseases" involves obtaining certain competencies by students. The aim of the study. To investigate the problem of teaching the discipline "Occupational diseases" at Danylo Halytskyi Lviv National Medical University. Materials and methods. The analysis of the number of hours allocated to the average statistical group of students during the period since 2005 till 2023 at Danylo Halytsky Lviv National Medical University has been conducted. Results. During period under investigation, there was a threefold decrease in the total number of hours, as shown in graph 1. The maximum number of academic hours - 48 - was documented in academic year 2009-2010, and the minimum - 16 - was in 2022-2023. The number of academic hours allocated for practical classes has also undergone significant changes, as depicted in graph 2. The number of practical hours is calculated for one academic group. The decline in the number of hours for practical classes corresponds to the decrease in the total number of academic hours in the discipline "Occupational diseases" for the specified period. During this period, the hours for writing and processing the medical history of a patient with symptoms of an occupational disease were reduced. Academic hours for the lecture presentation of the material were also significantly reduced: the maximum hours per student group was 18 – in academic year 2005-2006, and till academic year 2013-2014 it was reduced threefold. The indeces for academic year 2023-2024 are similar to those of the period 2022-2023. Conclusion. Occupational diseases have been and continue to be a significant issue within the healthcare system, not only in Ukraine, but worldwide, in terms of both morbidity and mortality rates. Given the efficient functioning of industries with unfavorable or harmful working conditions, there is little chance for a rapid decrease in these indeces. Between the academic years 2005-2006 and 2023-2024, there has been a notable reduction in the total number of academic hours and hours allocated for lectures and practical classes in the discipline "Occupational diseases." Furthermore, there has been a complete absence of hours allocated for writing the history of the disease for almost a decade. This concerning trend, despite the acquisition of relevant knowledge and skills, significantly limits the amount of processed information at the master's level of education. We believe that improving the "Occupational diseases" syllabus can be achieved by engaging various didactic mechanisms into the learning curriculum for this discipline. This improvement requires an increase and a fixed number of academic hours to support the professional growth of students in higher education, particularly those in the field of 22 "Healthcare" and the specialty of 222 "Medicine".

L'institution scolaire n'a de cesse que d'inciter au travail collectif des enseignants, notamment à des fins de développement tout au long de la carrière, et au-delà de la seule transmission d'un héritage culturel professionnel. En témoignent les dispositifs de formation continue en « constellations » inspirés des lesson studies et récemment mis en place dans les écoles, ou les nouvelles responsabilités des directeurs d'école, tenus de coordonner et de gérer les « équipes » éducatives. En se concentrant sur l'enseignement de la résolution de problèmes mathématiques à l'école, cette recherche vise à documenter les effets possibles des activités d'enseignants au sein de collectifs sur le développement de leur pratique. En appui sur un cadre théorique empruntant à la didactique des mathématiques (Robert & Rogalski, 2002) et à la didactique professionnelle (Pastré, 2011), les pratiques des enseignants sont analysées pour leurs composantes cognitives et médiatives desquelles découle la construction des connaissances mathématiques des élèves, mais aussi pour leurs dimensions sociale, institutionnelle et personnelle qui sous-tendent l'exercice du métier. Trois collectifs ont fait l'objet d'un suivi longitudinal conduisant à documenter les processus d'influence sur la pratique de leurs membres : un collectif affinitaire composé de professeures débutantes ; un collectif constitué pour une année scolaire à l'occasion d'une formation continue en constellation ; et un collectif formé dans le cadre d'un « lieu d'éducation associé », dispositif inspiré des recherches collaboratives. Une analyse approfondie des pratiques de trois enseignants par collectif a été conduite. La complexité de l'activité de résolution de problèmes mathématiques et l'absence de consensus quant à son enseignement ont entraîné de riches échanges au sein des collectifs. Les enregistrements audio et vidéo des rencontres entre les membres et de séances d'enseignement en classe constituent, avec les entretiens d'auto-confrontation et semi-directifs réalisés, le corpus de cette recherche. Les analyses des pratiques d'enseignement qui ont été conduites convoquent la notion de « vigilance didactique » développée en didactique des mathématiques (Butlen et al., 2010) et conduisent à l'interroger par sa mise en relation avec le modèle de « double régulation de l'activité » (Leplat, 1997 ; Rogalski, 2008). Ces analyses contribuent également à la mise au jour de concepts organisateurs des pratiques, tels que développés en didactique professionnelle (Pastré, 2011). Les résultats obtenus montrent que les spécificités de chaque collectif - leur origine, leur durée, les modalités d'organisation, etc. - conduisent à une variabilité inter-collectifs des influences sur les pratiques. Des contrastes intra-collectif apparaissent aussi selon les parcours des enseignants, leur rapport aux mathématiques, leur conception de l'enseignement de cette discipline, etc. Nos résultats mettent également au jour des évolutions similaires concernant, par exemple, le recours à différents registres sémiotiques pour soutenir la compréhension des problèmes par les élèves, en particulier un usage accru de la schématisation
Schools are constantly encouraging teachers to work together, particularly for the purpose of career-long development, beyond the mere transmission of a professional cultural heritage. This is illustrated by the "constellation" in-service training schemes inspired by lesson studies that have recently been introduced in schools, and the new responsibilities of school headmasters, who are required to coordinate and manage educational "teams". By focusing on the teaching of mathematical problem solving in schools, this research aims to document the possible effects of teachers' activities within collectives on the development of their practice. Based on a theoretical framework borrowing from the didactics of mathematics (Robert & Rogalski, 2002) and professional didactics (Pastré, 2011), teachers' practices are analysed for their cognitive and mediative components, from which the construction of pupils' mathematical knowledge stems, but also for their social, institutional and personal dimensions, which underpin the practise of the profession. Three groups were monitored longitudinally in order to document the processes influencing their member's practice : an affinity group made up of beginner teachers ; a group formed for one school year as part of "constellation" in-service training ; and a group formed as part of an "lieu d'éducation associé", a system inspired by collaborative research. An in-depth analysis of the practices of three teachers per group was carried out. The complexity of the mathematical problem-solving activity and the lack of consensus about how it should be taught led to rich exchanges within the groups. The audio and video recordings of meetings between the members and of classroom teaching sessions, together with the self-confrontation and semi-structured interviews conducted, form the corpus of this research. The analyses of teaching practices that have been carried out call upon the notion of "didactic vigilance" developed in mathematics didactics (Butlen et al., 2010) and lead us to question it by relating it to the model of "double regulation of activity" (Leplat, 1997; Rogalski, 2008). These analyses also contribute to uncovering concepts that organise practices, as developed in professional didactics (Pastré, 2011). The results show that the specific features of each collective - its origin, duration, organisational arrangements, etc. - lead to inter-groups variability regarding how practices were influenced. Intra-group contrasts also emerge depending on the teachers' backgrounds, their relationship with mathematics, their conception of the teaching of this subject, etc. Our results also reveal similar trends concerning, for example, the use of different semiotic registers to support pupils' understanding of problems, in particular the increased use of schematisation

Nas últimas décadas encontramos nos documentos oficiais (PCNEM e PCN+) orientações quanto à necessidade da inserção da Física Moderna e Contemporânea (FMC) nas aulas de física no Ensino Médio. Nesse mesmo período, professores e pesquisadores já sinalizavam quanto a esses aspectos e percebe-se que existem pontos em comum em suas pesquisas quanto às dificuldades de implementação dessa inserção. Nessa perspectiva, alguns conteúdos já foram inseridos a partir de projetos de inovação curricular nas escolas públicas e por meio de cursos de formação continuada, atendendo às necessidades dos professores de física, mostrando, por exemplo, que é possível levar tais conteúdos para a sala de aula. Contudo, quando procuramos analisar as pesquisas referentes ao professor nesse contexto, percebe-se uma escassez de trabalhos que se ocupam da formação e da prática docente no contexto da inovação curricular e, mais especificamente, da inserção da FMC. Dessa forma, este trabalho procura analisar a formação e a prática do professor nesse contexto, apresentando uma articulação possível entre a Teoria da Transposição Didática (TTD) e a Teoria Antropológica do Didático (TAD), ambas de Chevallard, na identificação das praxeologias adotadas pelo professor durante o processo de didatização dos saberes, na perspectiva de que ele desempenha um papel central e, ao mesmo tempo, sensível no momento de transformar o saber até que este chegue à sala de aula. Para isso, foi realizada uma pesquisa qualitativa, centrada em um estudo de caso, no qual é analisada a prática docente de um professor de física da rede pública que participou de um curso de formação continuada no contexto da inovação curricular, e que, posteriormente, trabalhou com uma sequência didática sobre a temática da dualidade onda-partícula no Ensino Médio. Assim, busca-se identificar as praxeologias transpostas do curso de formação continuada para a sala de aula, bem como o exercício da vigilância epistemológica ao longo desse processo.
In the official documents (PCNEM and PCN+) of recent decades an orientation on the need to insert Modern and Contemporary Physics (MCP) in high school physics classes was published. In the same period, teachers and researchers already signaled on these matters and it is noticed that there are common difficulties to implement this insertion, as related in their research about this subject. From this perspective, some contents on curriculum innovation projects in public schools have been suggested giving pedagogical updating courses focusing on the physics teachers needs, showing, for example, that it is possible to take such contents in a the classroom. However, when we analyzed the research on the teacher in this context, there is a perceived lack of studies dealing with training and teaching practice in the context of curriculum innovation and, more specifically, the insertion of the MCP. Thus, this paper analyzes the formation and practice of teacher in this context, indicating a possible link between the Didactic Transposition Theory (DTT) and the Anthropological Theory of the Didactic (ATD), both of Chevallard, in the identification of the praxeologies adopted by the teacher during a didactization process of knowledge, from the standpoint that it plays a central role. At the same time, it is analyzed how the teacher shows to be sensitive until the knowledge turns to reach the classroom. For this, a qualitative research was conducted, focusing on a case study, where the teaching practice of a physics professor at the public school who participated in a continual education course in the context of curriculum innovation, and subsequently worked with a teaching sequence on the topic of wave-particle duality in high school. Thus, we seek to identify the transposed praxeologies the continuing education course for the classroom, and how is the exercise of epistemological vigilance throughout this process.

Conveying information implicitly can reduce epistemic vigilance and critical attention. Commercial advertising and political propaganda often exploit this property of linguistic implicitness to covertly convey questionable content, leading to the manipulation of their audience. This highlights the necessity of educating individuals to recognize implicit content and to critically engage with it, a practice that has not been sufficiently emphasized thus far. The paper provides a survey of (i) the primary theoretical and experimental studies on the subject and (ii) some educational resources and materials currently available to the public in Europe, aimed at enhancing awareness regarding the cognitive and social ramifications of implicit information transmission, particularly through the media. The paper also offers (iii) specific didactic proposals based on the authors’ research and teaching experiences.