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Zeitschriftenartikel zum Thema "Didactics : some teaching strategies"
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Martinez Abarca, Sonnia Carlota, Gioconda Monserrate Aviles Villon und Ana María Maruri Orellana. „Using Content-Based Reading Materials for Academic Reading“. RECIMUNDO 1, Nr. 4 (24.09.2017): 730–43. http://dx.doi.org/10.26820/recimundo/1.4.2017.730-743.
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This text explores the conceptual developments useful as theoretical support to the Project “Metacognitive Strategies in the Teaching and Learning of Reading”, which are related to the notion that reading underlies the work, the strategies (cognitive and metacognitive) and its role in the reading didactics; moreover, some aspects showed are related to the didactic design proposal, the unit didactic, the didactic planning, and the elements that constitute it.
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Serón Torrecilla, Francisco Javier, Ana de Echave Sanz, Carlos Rodríguez Casals, Eva M. Terrado Sieso, Jorge Pozuelo Muñoz und Esther Cascarosa Salillas. „Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training“. Education Sciences 14, Nr. 11 (04.11.2024): 1213. http://dx.doi.org/10.3390/educsci14111213.
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Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.
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Lachachi, Djamel Eddine. „Grammaire et DaF - Grammaire et Enseignement de l'Allemand ou Rapports existant entre Linguistique et ELE“. Traduction et Langues 12, Nr. 2 (31.12.2013): 50–63. http://dx.doi.org/10.52919/translang.v12i2.667.
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Grammar and DaF: grammar and Teaching German or links between linguistics and German Teaching
In foreign language teaching as in other subjects, several disciplines can be used (sometimes unconsciously), especially those called "neighboring disciplines" of Linguistics: here we are talking about psycholinguistics, sociolinguistics, contrastive linguistics, linguistic geography or dialectology, narrative and textual linguistics, language learning strategies and techniques and language didactics. The aim in this paper is to show the relationships or existing relationships between these different disciplines in a grammatical context or in other words: to show the existing relationships between Linguistics and foreign language teaching through grammar while evoking some links with learning strategies and techniques. Didactics for young people and for younger learners should not be too different from that for adults, when it comes to the system. The main goal of any mediation of system is to make possible correct analogies and to avoid false analogies. This is possible for a first time with a reduced grammar and a minimum vocabulary (lexicon).
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Bassi, Francesca. „Dynamic clustering to evaluate satisfaction with teaching at university“. International Journal of Educational Management 32, Nr. 6 (13.08.2018): 1070–81. http://dx.doi.org/10.1108/ijem-07-2017-0162.
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PurposeThe purpose of this paper is to measure students’ satisfaction with the didactics in a large Italian university, that of Padua, giving special attention to its evolution over time in consecutive academic years. The overall level of the quality of the didactics is examined and its change over time is modeled. Moreover, the effect of courses’ and teachers’ variables on it is estimated.Design/methodology/approachLatent cluster class models and mixture latent class Markov models are estimated in order to identify groups of courses that are homogeneous for the level of the quality of the didactics. Evolution over the three academic years of satisfaction is monitored. The effect on the clustering and its dynamics of potential covariates is also examined.FindingsResults of model estimation reveal some interesting evidences that are important indications for the university management to define targeted strategies to elevate teaching quality.Originality/valueThe paper gives its original contribution both on the side of methods applied to analyze data collected with students evaluation of teaching and on the evidences obtained for a large university.
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Suárez-Ramos, Josmary Celinda. „Importancia del uso de recursos didácticos en el proceso de enseñanza y aprendizaje de las ciencias biológicas para la estimulación visual del estudiantado“. Revista Electrónica Educare 21, Nr. 2 (23.04.2017): 1. http://dx.doi.org/10.15359/ree.21-2.22.
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This article aims to conduct a literature review on documentary sources approaching aspects related to the importance of the use of didactic resources in the teaching and learning process of biological sciences. The paper focuses on the visual stimulation of students, and considers important information in the field of biological sciences, pedagogy and didactics. Through a systematic review, bibliographical and electronic sources were selected; they were published in a period from 1983 to 2013. The article describes some of the main didactic resources producing greater visual impact in the students and turning into meaningful learning through their incorporation into the cerebral cortex. Findings suggest that the individuals’ learning is mediated by the nervous system and the sensory organs. Likewise, studies have verified that the sense of sight is the system of primary representation for most human beings, and the teaching strategies combining vision with hearing have considerable possibilities of being more effective. It is concluded that the use of adequate didactic resources is indispensable to optimize students’ learning in terms of content in the area of biological sciences. So it is recommended that teachers consider these realities when planning strategies to teach their classes.
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Gómez, Norman, und Jorge Iván Gómez. „An Approach to Translation Didactics of English-Spanish Scientific and Technical Texts“. Íkala, Revista de Lenguaje y Cultura 16, Nr. 1 (14.04.2011): 135–63. http://dx.doi.org/10.17533/udea.ikala.8658.
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This article shows some reflections obtained from the project ''Approximation to the translation of scientific and technical texts''. The project was carried out following these steps: search and selection of curricular information and readings about translation as a theoretical support for the proposal; creation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/ Spanish, including its learning portfolio to evaluate its workshops; testing of some workshops and implementation of strategies for its divulgation. This project evidenced the shortage of programs for studying translation of scientific and technical texts in Colombia; the lack of consensus in the conceptualization of the text types referred as specialized languages and the need for revising the rigid structure followed, in general, by the existing translation handbooks. This handbook can be used in different translation settings, thanks to the universality of the technical and scientific languages and to the features it presents. However, it is necessary to continue testing its results in different settings in order to deepen in the research of the didactics of translation.
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Gherman, Oxana. „Strategii interactive de predare a textului liric“. Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, Nr. 1 (2020): 31–46. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p31-46.
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This article contains a series of methodological recommendations for teaching lyrical texts at Romanian language and literature lessons. There are presented in a systematic way different didactic strategies and landmarks for organizing lessons, taking into account the process of learning/ understanding the lyric text in several fundamental stages: pre-reading activities (which ensure the emotional and intellectual preparation of the students for the process of decoding the studying text), various methods of reading poetry at the lesson and postreading activities (analysis, interpretation, evaluation and integration). For each stage of the didactic approach are proposed some interactive methods of working with the lyric text which facilitate the reception of the poetry by the students and stimulate their cognitive, affective and creative involvement in the working process.
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Kucharczyk, Radosław, und Krystyna Szymankiewicz. „(Re)construire le sens à travers les activités de médiation – point de vue des enseignants sur la médiation en classe de langue étrangère en Pologne“. Romanica Wratislaviensia 69 (28.11.2022): 39–51. http://dx.doi.org/10.19195/0557-2665.69.4.
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The objective of our study is to verify to what extent the mediation activities as well as its strategies presented in the CEFR VC are the subject of foreign language teaching in Poland. Initially, to mark out the field of our research, we find it essential to examine the notion of mediation in the context of the foreign language didactics. Second, we will try to answer the following question: how can we operationalize this notion in the practice of teaching FL? To this end, we will review the different types of mediation activities listed in CEFR VC (2018) and we will present the results of a survey carried out among foreign language teachers in Poland in order to find out whether they use meditation activities in their classroom practice, and if so, to what extent. The results of our analyses will allow us to identify the state of play with regard to the teaching of mediation in the Polish educational context as well as to formulate some recommendations for teachers and leads for future research to follow.
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Baltag, Dumitru. „Some Reflections on the Environment of Reality and Modern Technologies Evolving in the Study of Law“. Studii Juridice Universitare, Nr. 1 (April 2024): 55–73. http://dx.doi.org/10.54481/sju.2023.1.04.
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An advanced university methodology is a response to modern general and particular didactic challenges that is conditioned by an effective and indisputable exploitation of modern methodological resources. Incorporating recent data from socio-psycho-pedagogical research, the current university methodology, in addition to classic, traditional strategies and methods, includes modern strategies and methods of teaching-learning-evaluation, but especially new ways of exploring the best-known traditional methods: the debate , heuristic conversation, problematization, case study, etc. and other methods of individual investigation and indirect exploration. The objective of this study is to analyze the impact of professional thinking styles on legal teaching and training methods in law schools. In this article, we define what teaching methods are, explore new types of teaching methods, review the benefits of these methods, and offer some tips for doing so successfully. We summarize the literature and recent thinking on the role, form and practices of modern university teaching in the digital age.
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Achab, Djamila. „Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université“. Traduction et Langues 15, Nr. 1 (31.12.2016): 154–59. http://dx.doi.org/10.52919/translang.v15i1.721.
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Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University
The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.
Dissertationen zum Thema "Didactics : some teaching strategies"
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Madkhali, Shaikah A. „Effects of training ESL Saudi female students on some reading strategies“. Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.
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This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.Department of English
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Espmarker, Johan, und Emanuel Tedenby. „Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.
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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.
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Lindstedt, Jonna. „Samhällets avspeglingar i religionskunskapsklassrummet : En kvalitativ intervjustudie av socialkonstruktionistiska tolkningar av lärares utsagor om mångkultur och konflikt“. Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82882.
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The purpose of the present study is to examine how a multicultural classroom affects the teaching of religion, and which conflicts teachers at secondary school and upper secondary school encounter in multicultural classrooms, as well as how these affect the school’s fundamental values. The study has been conducted through qualitative interviews with seven teachers who either teach religion at secondary school level or upper secondary school level.The study is based on the assumptions that multiculturalism affects teaching in the religion classroom and that there are conflicts where the conduct during the conflicts affects how schools work with their fundamental values. The study has a social constructionism approach where what teachers say about this study’s central concepts multiculturalism and conflict are studied. These concepts have then been used as a foundation for the analysis.The result of the study is that teachers are generally positive about a multicultural classroom for teaching religion; however, the study shows that there are both positive and negative aspects of this. The teachers in the study emphasized that the multicultural classroom, among other things, benefits the students' understanding of each other and that they can share and learn each other's experiences. The disadvantage of a multicultural classroom was considered by teachers to be the skepticism that can arise regarding their legitimacy as a mediator of knowledge. As for conflicts in the multicultural classroom in religion teaching, the result shows that teachers see conflicts as both positive and negative for the work on fundamental values, depending on its outcome. According to the teachers, a conflict can generate understanding and respect among the students, but also provide space for the students to express prejudices that lead to disagreements.Key
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Rossi, Tommaso <1986>. „Comparative analysis of Chinese FL didactics : an exploratory study into methodological approaches, teaching strategies and materials between Italy and France“. Doctoral thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18460.
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Nelle ultime decadi il Cinese Lingua Straniera (CLS) è divenuto particolarmente rilevante all’interno dei contesti formativi francesi e italiani. Questo trend positivo trova riscontro nell’alto numero di università, istituti privati e scuole secondarie che offrono corsi di CLS, probabilmente in risposta al crescente interesse per le lingue orientali da parte di discenti di tutte le età. Nonostante ciò, i dati sulla didattica del CSL negli istituti secondari ed accademici in Italia sono ancora piuttosto carenti. La nostra ricerca intende esplorare la dimensione didattica del CSL in Italia e Francia in ottica comparativa. Lo studio include tre sezioni: la prima affronta la disciplinarizzazione del CSL nei due Paesi, la seconda indaga gli approcci metodologici e le tecniche didattiche principalmente evincibili dall’analisi dei libri di testo prodotti nei due Paesi, la terza riporta uno studio di caso sulla didattica digitale applicata al CSL e una riflessione sulle pratiche didattiche.
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Bergfalk, Malin. „Att främja läsförståelse : Lärares didaktiska strategier vid användandet av läsförståelsestrategier“. Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60744.
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Syftet med denna systematiska litteraturstudie är att undersöka vilka didaktiska strategier som forskning påvisar främjar elevers läsförståelse vid användandet av läsförståelsestrategier. Studier som ligger till grund för denna undersökning är sex artiklar och en avhandling, vilka har analyserats utifrån den sociokulturella språksynen för inläsning av läsförståelse. Forskningsresultatet visar att de didaktiska strategier som var avgörande för elevernas användning av läsförståelsestrategier var att; modellera för användandet av läsförståelsestrategier, ge feedback till eleverna, uppmana och uppmärksamma för eleverna i användandet av läsförståelsestrategier samt att ställa frågor om elevernas läsning.
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Yu, Shu-yun, und res cand@acu edu au. „The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere“. Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.
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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.
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Lam, Cho-lung, und 林楚龍. „The effect of some common teaching strategies used in issues educationon secondary school students' attitudes towards nuclear power“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957183.
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Yaaii, Nigatu Bayissa. „Étude comparative de quelques caractéristiques phonotactiques et morphosyntaxiques de l'afaan-oromo, de l'amharique et du français afin d’analyser l’interférence chez les apprenants du FLE en milieu académique éthiopien“. Electronic Thesis or Diss., Mulhouse, 2024. https://www.learning-center.uha.fr/.
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Cette recherche se concentre sur les erreurs globales relevées dans les corpus collectés auprès des apprenantsdu français de l’université d’Arsi. À travers une étude comparative, l'objectif principal de cette recherche est,d'une part, d'examiner si les erreurs constatées sont dues à l'interférence des langues premières (L1) et,d'autre part, de déterminer si ces erreurs apparaissent à chaque niveau linguistique. Il s'agit donc d'évaluer sicette interférence affecte l'acquisition de la langue cible au niveau phonétique, morphologique et syntaxique.Au contexte de la didactique, certaines stratégies d'enseignement, introduites par un certain nombred'auteurs, sont proposées afin d’enseigner la production des sons uniques, la formation et l’assemblage desmotsThis research focuses on global errors found in corpora collected from learners of French at the University ofArsi. Through a comparative study, the main aim of this research is, on the one hand, to examine whether theerrors noted are due to interference from the first languages (L1) and, on the other, to determine whetherthese errors appear at each linguistic level. The aim is therefore to assess whether this interference affects theacquisition of the target language at the phonetic, morphological and syntactic levels. In the context ofdidactics, certain teaching strategies, introduced by certain authors, are proposed to teach the production ofsingle sounds, word formation and word
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Lancho, Perea Luis Andres. „Spanish as a foreign language at university level : the role and use of language learning strategies by absolute beginners“. Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61263.
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This research is logged in the field of language acquisition, focusing on Spanish as a foreign language learnt at university level. It investigates how learning strategies are used by students to develop proficiency in Spanish over a three-year period (from the first year to the third year). Adopting a cognitive lens that places special attention to how linguistic knowledge is constructed, deconstructed and reconstructed, this study focuses on the language learning process, specifically on what the students do to learn a language.
Taking into account that the learning of foreign language poses particular and distinctive challenges – as opposed to the learning of a second language – and using a multiphase design that combines sequential strands encompassing quantitative and qualitative techniques, this study finds that those who successfully complete all the Spanish courses are the ones who report significantly more use of metacognitive strategies in the first year.
The study concludes by proposing a framework that helps to classify the role that the use of strategies play in learning a foreign language from a student’s perspective. This framework adds a new dimension and provides valuable information to similar types of studies.
Considering the above-mentioned findings, the study recommends introducing first-year students to the potential value of using metacognitive strategies in foreign language learning, and suggests that lecturers should recommend more activities for students to engage in the language outside the classroom.Thesis (PhD)--University of Pretoria, 2017.
Modern European Languages
PhD
Unrestricted
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Jarhall, Jessica. „En komplex historia : Lärares omformning, undervisningsmönster och strategier i historieundervisning på högstadiet“. Licentiate thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12037.
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What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research. Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus. Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence. The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching.Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.
Bücher zum Thema "Didactics : some teaching strategies"
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Morrison, Marlene. Enhancing information skills in further education: Some strategies for senior managers, lecturers and librarians. [London]: British Library Research and Development Dept., 1992.
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Valoggia, Marie-Pierre Bourgeois. Analysis of French learner's difficulties with English pronunciation: Pronunciation teaching in a selection of French classrooms : proposal of some remedial pedagogical strategies. [S.l: The Author], 2002.
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Harrod, Molly, Sanjay Saint und Robert W. Stock. Teaching Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.003.0001.
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Medical schools in the United States now graduate some 18,000 students a year, and most of them will continue their medical education at one of the more than 1,000 teaching hospitals. Time constraints, complex patients, and the involvement of multiple disciplines in the care of patients have necessitated changes in medical education on the units. Unlike prior research, this project focused on the context in which learning happens and designated the team as the focus of research. The authors spent time with 12 outstanding attendings and their teams in order to provide detailed descriptions of the specific strategies, methods, and even language that the attendings use to teach their learners not only about medicine but also about how to care for patients.
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Snodgrass, Jennifer. Teaching Music Theory. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190879945.001.0001.
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Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on 3 years of field study spanning 17 states, coupled with reflections from the author’s own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of “why.” Why do we assess in a particular way? Why are our curricula designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of “why” are answered. Along with answering some of the important questions of “why,” the book emphasizes topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development. Teaching Music Theory: New Voices and Approaches is written in a conversational tone to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. The pedagogical trends presented in this book provide a greater appreciation of outstanding teaching and thus an understanding of successful approaches in the classroom.
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Hansen, Bethanie L. Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.001.0001.
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In this book, readers will learn practical tips and strategies to teach music appreciation online. As online education is a growing field, an increasing number of teachers trained in traditional/live methods find themselves now teaching online and potentially without mentors to assist them. Students are also changing, seeking highly engaged, relevant, and interactive learning opportunities that connect to their lives. Here, readers will find helpful guidance in planning curriculum; integrating multimedia assets; designing forum discussions; developing assignments; preparing rubrics; engaging in forum discussions; preparing, managing, and teaching the course; providing feedback and grading; and following up with struggling and challenging students. The book can serve as a resource to those already teaching music appreciation online or as a comprehensive guide to those new to the field. Additionally, it may serve as a resource to instructors in other disciplines who seek to shift live courses to the online format, as well as music appreciation instructors who would like to integrate digital or online components into traditional face-to-face courses. The book is organized into five major sections, designed to guide the novice online educator in-depth while also appealing to the seasoned veteran through the ability to review each section as a stand-alone resource. Although some readers will desire to read from cover to cover, they will also be able to move in a nonlinear manner from chapter to chapter, using chapters in modular form, in order to benefit from the sections that most apply to them at any given time.
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Beasley, Christopher R. The Road to Scholarly Riches. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190457938.003.0019.
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This chapter discusses the author’s experiences applying for tenure-track academic positions. These included both research- and teaching-focused positions. The chapter includes an overview of the process, tips for planning and organizing your search, and some of the author’s experiences navigating each step along the way. The author also discusses his decision to choose an academic career, the choice of a research or teaching focus, and strategies he used for making himself more marketable. Specific topics addressed include preparation for an academic career, branding strategies, networking, building a CV, evidence of teaching effectiveness, developing application materials, finding job opportunities, learning about programs and faculty, initial screening, campus visits, and negotiation.
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Breuning, Marijke. Pedagogy and Foreign Policy Analysis. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.275.
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Pedagogical objectives and educational outcomes play a significant role in foreign policy analysis. The actor-centered approach of foreign policy analysis gives students the unique opportunity to place themselves in the shoes of decision makers and to understand the different constraints, both domestic and international, that influence the policies adopted by decision makers. In other words, foreign policy analysis can have two functions: to teach students about the processes by which foreign policy is made, or the substance of the foreign policies of various countries, and to enhance students’ ability to imagine the perspectives of others. Whether foreign policy analysis does, in fact, manage to develop this ability is an empirical question that also depends on the course emphasis and pedagogies employed. In this sense, pedagogy does not only mean excellent teaching, but also systematic investigation of teaching methods and techniques, student learning outcomes, educational assessment, and curriculum development. The literature on foreign policy analysis, pedagogy, and curriculum emphasizes active learning strategies and the need for clearly articulated learning objectives for the curriculum as a whole and the place of specific courses within it. Examples of active learning pedagogies are case teaching, simulations, and problem-based learning. Despite some very worthwhile research that has been done, there are still some gaps that need to be addressed. One is the lack of empirical work that helps evaluate the merits of the various teaching strategies in foreign policy analysis, and another is the inconsistent findings produced by the empirical studies that do exist.
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Ladson-Billings, Gloria. Justice Matters. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350268852.
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Social justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: ‘no justice, no peace!’, but is absent from public interactions. Building on Cornel West’s notion of ‘race matters’ and the Black Lives Matter movement, Justice Matters strips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment. Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. She argues that teaching strategies that rely on hierarchy, such as ability groups, tell students who they are and what we expect of them, supposedly doing a ‘justߣ thing but also suggesting that some people are ‘less’ than others - the very narrative of White supremacy. Schooling is the genesis of exclusion and incarceration, with strategies like classroom exclusion, suspension, and expulsion laying the groundwork for the school to prison pipeline. Offering hope for a way forward, she looks at how hip hop can champion justice, and considers justice in the context of social movements, including Black Lives Matter, MoveOn.org, and #MeToo, and explores the pros and cons of ‘hashtag activism’. Ultimately she shows us how justice can and should be the central tenet of education and society, and how we can save it from being obscured and watered down.
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Valcour, Monique, und Suzanne De Janasz. Communicating Work–Family Research Beyond Academia for Thought Leadership and Impact. Herausgegeben von Tammy D. Allen und Lillian T. Eby. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199337538.013.35.
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The widespread use of social media over the past few years has dramatically altered how individuals communicate and engage with one another. Some academics have begun to embrace this development as an opportunity to engage with people outside of academia and to make an impact on the issues that consume our thinking as work–family scholars. Although social media are now pervasive, many scholars are unsure of how to utilize social networks, blogs, and other nonacademic outlets in valuable and meaningful ways. We offer a variety of strategies to help academics craft their own course for harnessing the power of new forms of technology-mediated communication to amplify the impact of their scholarship as well as to enrich their research, learning, and teaching.
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Saltzman, Benjamin A. From Old English to World Englishes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0019.
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This chapter discusses the incorporation of World Englishes into a History of the English Language (HEL) course, addressing questions about how to grapple with the geographical and geopolitical planes along which World Englishes have grown. Other questions considered here include diachronic formation, cultural contexts, relationships with other languages, and effects of globalization on forms of English that are both related to and yet quite distinct from the model of Standard English that frequently orients the HEL course. Two possible strategies for incorporating World Englishes into an HEL course are suggested. One strategy consists of focused lectures on the external history, social and cultural influences, linguistic features, and so on, of just one or two World English varieties, which can be combined with a second strategy that involves handing the research and even some of the teaching over to the students.
Buchteile zum Thema "Didactics : some teaching strategies"
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Chaume, Frederic. „Teaching synchronisation in a dubbing course: Some didactic proposals“. In The Didactics of Audiovisual Translation, 129–40. Amsterdam: John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/btl.77.13cha.
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Prast, Emilie J., und Marian Hickendorff. „How Do Dutch Teachers Implement Differentiation In Primary Mathematics Education?“ In Effective Teaching Around the World, 757–74. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_35.
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AbstractAdapting education to students’ diverse educational needs is widely recognised as an important, but also complex aspect of effective teaching. In this chapter, we provide insight into how Dutch primary school teachers implement differentiation based on students’ current mathematics achievement level. We review evidence from four independent samples in which the same teacher self-assessment questionnaire was administered (N = 907 teachers in total), supplemented with qualitative data from various perspectives: external observers, students, and teachers. Based on these sources of information, we identify the following general patterns. Teachers generally implement achievement-based differentiation at least to some extent. That is, student achievement is monitored, and efforts are taken to adapt instruction or practice to students’ current achievement level. This is often organised using within-class homogeneous achievement groups. While low-achieving students regularly receive additional instruction, specific instruction for high-achieving students is uncommon. Refined, qualitative strategies to diagnose students’ individual educational needs and to adapt education to these individual needs are also used relatively infrequently. These relatively infrequently used strategies point to areas for improvement. Furthermore, the flexibility of within-class achievement groups seems to vary and deserves more attention in future research and practice.
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Özdoğru, Asil Ali. „Revisiting Effective Instructional Strategies for Twenty-First-Century Learners“. In Educational Theory in the 21st Century, 175–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_8.
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AbstractRapid changes in the society and technology of the twenty-first century world have brought unique challenges for humanity. This chapter summarizes some of the strategies and support systems for effective learning and teaching in the twenty-first century in addressing some of these challenges. Learning is a dynamic process that is supported by the mechanisms of memory and reasoning as well as an individual’s mindset, habits, goals, and motivation. Theories and research imply that learning is not only a cognitive process but also a social-emotional process that takes place environmentally and culturally across one’s lifespan. Strategies to foster effective learning and teaching should pursue developing a process that is more active, authentic, collaborative, creative, interactive, personalized, relational, and self-regulative. Effective instruction is centered on the learner and knowledge, promotes conceptual understanding and metacognition, and utilizes assessment and technology in alignment with the instructional objectives. Productive instructional strategies used in a caring and supportive environment embedded in service and support systems foster learners’ cognitive, social, and emotional development.
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Falcinelli, Floriana, und Chiara Laici. „ICT in the Classroom“. In Handbook of Research on Didactic Strategies and Technologies for Education, 48–56. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch005.
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This chapter presents the research carried out by teachers and students of 6 junior high school classes on the modern ICT use in didactics. They participated in the “Cl@ssi2.0” project and were involved in the PoliCultura&Moodle format contained in Learning4All (www.learningforall.it), a section of a national macro-project financed by FIRB (Fondo per gli Investimenti della Ricerca di Base by the Italian Ministry of Education). A short questionnaire focusing on the students’ learning needs and their aptitude for new technologies was administered to students. Some observations were carried out during a normal school day. Some student-centered focus-groups were carried out. A LCMS Moodle environment was planned and implemented to support and expand the educational activities carried out in the classroom. Research has confirmed that technological innovation in school requires a strong support from governance, and teachers who gain the digital competence and a design capacity for innovation in teaching ordinary action.
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Balbo, Andrea. „Proposing Jig Saw Method to Teach Latin Literary Texts in Small Classes“. In Handbook of Research on Didactic Strategies and Technologies for Education, 753–62. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch065.
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This chapter aims to investigate the opportunity of employing Jig Saw in teaching Latin literary texts, giving also an example of possible activity with Caesarian texts and concluding that, also in teaching Latin literature, Jig Saw (and Cooperative Learning - CL) could be usefully proposed to teachers attention. At the end of the chapter, the author reviews some web tools for Latin, in order to focus their usefulness for a CL activity and to evaluate their possible development strategies.
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Chiarle, Angelo. „Implementing the EU Key Competences for Active Citizenship Teaching Latin-Italian Literature and Assessing Students“. In Handbook of Research on Didactic Strategies and Technologies for Education, 218–46. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch020.
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To meet the complex challenge set by the 2006 European Reference Framework of the Key Competences for Lifelong Learning, different didactic tools seem necessary: cooperative learning, problem solving, authentic assessment, understanding by design, differentiated instruction, habits of mind, critical thinking, and student portfolio. Since 1998, teaching both Italian and Latin Language and Literature in two Licei Scientifici Statali in the Province of Turin (Piemonte) to students aged 14 through 19, the author has gradually implemented all these didactic tools. The author’s working hypothesis is to construct the “three storey competence building” starting from the daily “ground floor” of attitudes or habits of minds, rising whenever possible to the “first floor” of authentic assessment, coming up to the “attic” of student portfolio with some willing students. The author’s main goal is to submit some critical reflection and evidence on what teachers can really achieve with their students if they accept the challenge of refocusing their instruction and their assessment practices.
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Kozina, Ekaterina, Aidan Seery und Andrew Loxley. „The Role of Teacher Self-Strategies in First Year Teacher Experience and Teacher Socialisation“. In Handbook of Research on Didactic Strategies and Technologies for Education, 654–63. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch056.
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It is recognised that the first year of professional practice of teachers, also known as an induction year, has far reaching implications for their subsequent teaching career. This chapter discusses the findings of a large scale mixed-methods research project (2006-2010) conducted on the socialisation experiences of beginning primary teachers in the Republic of Ireland. In detail, the project was concerned with real life experiences of teachers as they progress through their first year of professional practice. The data on which the chapter reports was collected by means of a postal questionnaire to 1635 teachers and 52 in-depth qualitative interviews. The authors start the discussion by providing a rationale for this research and a broad overview of the teaching challenges faced by beginning teachers. Consideration is given to the ways in which first year teachers generate knowledge and meaning from an interaction between their experiences of classroom teaching and their approaches to address challenges they encounter. More specifically, the chapter discusses teacher self-strategies to find solutions to challenges to their practice and the ways in which collaboration and interaction with colleagues promotes classroom environments conducive to more effective teaching and learning. Lastly, some insight is provided into the models of induction supports available in primary schools and their potential to transform the experience of classroom teaching for beginning primary teachers.
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Spadavecchia, Elisa. „Wikipedia“. In Handbook of Research on Didactic Strategies and Technologies for Education, 15–26. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2122-0.ch002.
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Is it possible to exploit the potentialities of Web 2.0 tools and the advantages of knowledge sharing to guide students towards effective learning competence and autonomy? This chapter is aimed at pointing out the achievements and the drawbacks of the use of Wikipedia, integrated with traditional classroom teaching through the illustration of some practical examples from all grades of school and university. A direct experience in an Italian secondary high school is described as well, whose aim has been to promote critical thinking, stimulate cooperative e-learning, and the respect of the intellectual property, giving more efficacy to autonomous studying.
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Brás, Breno Bitencourt, Gabriel Toledo und Sérgio Murta Maciel. „What are the most effective theoretical strategies in teaching Anatomy?“ In Challenges and Research in Health Sciences: A Multidisciplinary Approach. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.012-041.
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Introduction: The anatomical study cannot be limited to the dissection of cadaveric parts or the memorization and identification of structures. It is essential that, in a modern and dynamic approach to this discipline, contextualization is adopted, and above all, the clinical applications of what is studied, in addition to other methods such as 3D images. It is necessary to understand the student's conception of such methods – which are the didactic and scientific evidence at the moment – so that they can make the connection – in the present and the future – with professional life. Methodology: The research, carried out with 245 students from two educational institutions in Juiz de Fora, aimed to find out: What methodologies were used in their anatomy course; Which one(s) among them is(are) seen as the most effective, and most facilitator(s) of the learning process and approach to clinical practice. The data obtained were processed using the SPSS program, version 20.0. Results: It was evident that the approach to anatomical content based on clinical guidance and contextualization of the subject is somewhat popular among students, although a large number prefer simpler, more targeted theoretical classes and more concise teaching material, with a statistical relationship. The use of radiological images is seen as more widespread in Medicine and Dentistry, just as the seminar strategy is more used in Pharmacy, Nursing, Biology, Physical Education, and Nutrition courses. Conclusion: Most students preferred studying based on shorter and leaner theoretical classes, with more concise scripts and textbooks; however, they approve that some contextualization and clinical correlation be made. Each course, or group, has a favorite method of studying Anatomy.
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Limongelli, Carla, Filippo Sciarrone, Marco Temperini und Giulia Vaste. „Student and Teacher Perspectives Testing a System for Adaptive e-Learning“. In Dynamic Advancements in Teaching and Learning Based Technologies, 16–45. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch002.
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Personalization is becoming a mandatory requirement in Web-based Education and long distance learning in general, representing a flexible way of learning the exact amount of knowledge to reach a given learning goal. This approach saves time and money and it is particularly suited for life-long learning. The drawback is that the teacher has to produce some effort to prepare didactic material and while research in this field proposes several intelligent systems providing personalization with advanced didactic strategies, teacher’s point of view is less considered. In this chapter we extend our previous work that aimed to build an adaptive system for education called LS-Plan, taking into account both teacher’s and student’s needs. In particular we carried out a comprehensive evaluation of the system embedded into an Adaptive Educational Hypermedia called Lecomps5, in order to experiment and prove the added value of the system.
Konferenzberichte zum Thema "Didactics : some teaching strategies"
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Lupu, Costica. „FUNDAMENTAL RESEARCH CONCERNING THE MODELS OF CONSTRUCTING MATHEMATICAL CONCEPTS“. In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-015.
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Mathematical concepts are not isolated entities. They form hierarchical systems, with higher or lower levels of generality. The study undertaken for improving the system for designing teaching activities in school education combines the strategies of fundamental, historical and comparative research, which implies: - highlighting the theoretical and methodological bases needed to reconstruct the discipline didactics in the curricular spirit; - identifying the optimal correlations between general and applied pedagogy that may be operationalized at the level of a designing model, needed in the context of teaching-learning-evaluating the discipline; - analysing the applied methodologies/ didactics (of Mathematics) from a historical (synchronic-diachronic) perspective and exploiting them at the level of the new structure of the models of constructing mathematical concepts of discipline didactics mathematics; - presenting the basics of applied didactics in terms of objectives, curricular contents, training methodology, evaluation of training, the teaching-learning-evaluation actions of a discipline; designing the teaching activities at the level of some disciplines; - presenting the epistemological and psychological basics of science didactics, complementary to applied didactics, concerning the models of constructing mathematical concepts. What is the relation between image and concept in the process of building mathematical concepts by performing reasonings that are subject to other verifications, research, abstractions, desubstantializations with a virtual perfection, existing only at the hypothetical, mental level? Also, in this context, the generalizations performed as notions, concepts, formulas, theorems, rules will be applied to other abstractions. If we elaborate and present the models on building mathematical concepts, then the students who wish to take on a teaching career will show efficiency in conducting their teaching practice lessons.
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Cartelli, Antonio. „Misinforming, Misunderstanding Misconceptions: What Informing Science Can Do“. In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2706.
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First of all a survey of the most relevant definitions and hypotheses concerning data, information, communication and knowledge is proposed. Main aim of this introduction is to give to the reader a reference frame for the analysis of the students’ learning and for their knowledge construction works. Soon after some wrong ideas are analyzed with respect to the above conceptual frame, i.e. with respect to didactic communication, to human knowledge construction and to individual cleverness in the use of the concepts pertaining to specific disciplinary fields. At last some considerations on the above results are reported and some hints and suggestions for a revision of the Informing Science definition are proposed; all is done in a perspective that assigns to Informing Science a trans-disciplinary function that helps well-established disciplines like Didactics, Psychology, Philosophy etc. to find new strategies for the analysis of the teaching-learning process.
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Cazacu, Lidia. „Communicative competence and the peculiarities of teaching idiomatic phrases from the Italian language for AMTAP students“. In Probleme metodico-didactice și de asigurare a calității în învăţământul artistic superior, 124–32. Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2024. https://doi.org/10.55383/pacias2023.16.
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In this article, we address some aspects related to the issue of teaching the Italian language within the Academy of Music, Theater and Fine Arts (AMTAP). The specificity of the training system in the institutions with an artistic profile, involves the study of a foreign language (L2) as a collateral discipline vis-à-vis the basic subjects strictly related to the professional training of specialists in the field of arts. Based on the limited number of hours, we try to identify some teaching methods and strategies that would accelerate the process of acquiring the foreign language (L2). We pursue the goal of improving the process of teaching the Italian language (L2) from the perspective of phrasio-didactics, taking into account the imperative necessity of interlinguistic communication at the current stage. As an example, we have chosen for examination a certain type of lexical units, more frequently used in everyday speech, such as idiomatic expressions.
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Velichová, Daniela. „SEFI umbrella for teaching mathematics in engineering“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1141.
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Cooperation of mathematics teachers under the umbrella of SEFI Mathematics Special Interest Group (former and more proper - SEFI Mathematics Working Group) has brought many benefits and improvements of strategies adopted at various European technical universities for teaching mathematics courses. Many successful international research teams were formed during the group bi-annual seminars and SEFI annual conferences, which benefitted on grants awarded by the European commission that supported international programmes aimed to improvements in teaching/learning scenarios. Some information summarizing results and findings of 8 European projects accepted and supported in different European programme schemes (Socrates, Leonardo da Vinci, Erasmus) will be presented in a brief analysis about impact of these projects on the introduction of innovative teaching-learning scenarios of mathematics courses at the participating European technical universities. Paper will address several didactical problems revealed from students´ answers in didactical questionnaires as feedback and reactions from the “other side”. The attitude of students as other actors in didactic situations who are encouraged to actively cooperate with teachers is often neglected when introducing various innovative teaching/learning methods, which are generally considered to be active
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Cartelli, Antonio. „Semantics Ontologies and Information Systems in Education: Concerns and Proposals“. In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2975.
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The author describes his experience with students interacting with some websites he made for didactics and research and how this led him to an appreciation for the need for better searching tools and strategies for education. The students’ difficulties emerging from the above observations were a special case of the more general problem evidenced from people while searching information on the web. Semantic web is then discussed as a way to help people overcome their difficulties in using the web to gain knowledge. The paper describes some models for knowledge construction and analyzes them in terms of their suitability as instruments for the introduction of semantics on the web. The paper then provides evidence regarding some limits for the systematic use of semantic search engine and ontology domain systems in everyday teaching and knowledge construction. Finally, the paper reports and explains a hypothesis of an information system for building communities of practice and letting them work on the construction of domain ontology. The paper concludes that this construct is well adapted to the model for knowledge construction firstly hypothesized, and can give good results in teaching-learning planning and carrying out and in helping scientists and scholars to analyze scientific paradigms and to find new trends for research.
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Oproiu, Gabriela carmen. „METHODOLOGICAL ASPECTS OF DESIGNING ONLINE TEACHING ACTIVITIES“. In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-142.
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During the recent years there has been an increase in the use of electronic learning platforms in all educational systems. Learning platforms as virtual learning environments are considered necessary for developing e-learning activities. The Virtual Learning Environment (VLE) is a specific system built around computers, software and Internet access to support teaching, learning and assessment. As a result of the increase in using ICT tools in education it should be noted that more universities integrated VLE in traditional courses in order to satisfy student learning needs and improve teaching activities. In this context, traditional academic institutions reorganize and reconsider their educational offer by purchasing or designing their own e-learning system accessible to students enrolled not only in e-learning courses but also in the daily courses. Particularly, teaching engineering students cannot take place entirely online, thus VLE should be used in a mix with traditional teaching courses (blended learning). As a result these types of learning (e-learning or blended learning) come to enrich teaching activities which takes place in laboratories and workshops. Using this environment the students obtain professional skills and some transversal competences (e.g. teamwork). This kind of learning does not have a well-defined methodology yet. E-learning was considered as a combination of several learning methods facilitated by technology. One might say that e-learning represents a learning strategy which unifies specific teaching methods, online resources used individually or collaboratively, in order to achieve specific operational objectives. This paper aims to present some of the didactical aspects of e-learning. A comparative presentation between the role of the teacher and students in e-learning has been presented. Also, the correlation between educational objectives and different teaching strategies has been made. The paper presents some aspects regarding the design of virtual teaching activities.
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Ianos, Maria gratiela, und Gabriela carmen Oproiu. „USING TECHNOLOGY TO TEACH CHEMISTRY. A THEORETICAL APPROACH“. In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-149.
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The increasing tendency of digitalization, present in today's society, have an impact on education, as well. The benefits of using technology in the classroom have been mentioned in various studies. The internet offers many educational resources that can be used both offline and online and can be the proper instruments to support the instructional process. However, many studies on technology-assisted instruction highlight several factors that require a permanent restructuring and updating of contents, and also the adaptation of the applied didactic strategies. Among these factors there are: the particularities of new generations of students, the rapid evolution of technology, many existing web resources, the variety of instructional strategies, the diversity and complexity of studied disciplines etc. To facilitate the learning of various disciplines, and especially the basic scientific disciplines such as chemistry, it is necessary for teachers to be able to easily identify educational technology resources, and integrate them effectively in the didactic activity. Chemistry is an important discipline in preparing students and is one of the essential branches of science. Difficulties encountered by students in learning this discipline have been highlighted in various studies, and requires identifying the best strategies for teaching-learning of chemistry. Thus, the use of technology in teaching supports students in the learning process, can contribute to a better understanding of abstract concepts of chemistry and play an important role in reducing learning difficulties. Both theoretical and empirical research studies can provide useful information to practitioners and theorists in the field. The present paper represents a theoretical study on the implications of using technology in teaching chemistry. The study was performed by analysing of some scientific works, which aim at teaching chemistry assisted by technology. The main objective of the paper was to identify the most commonly used resources / tools and best practices for their use in teaching chemistry.
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VÎNTU, Victoria, und Aliona BUSUIOC. „Evaluarea formativă în cadrul didacticii limbii române ca limbă străină“. In Inovaţii în sistemul naţional de evaluare a rezultatelor învăţării. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.04-05-11-2022.p241-244.
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The dynamics of the modern educational process determines the continuous improvement of the structuring strategies of the three stages of the didactic approach: teaching, learning, evaluation. In this article, the defining aspects, the advantages and limits of the formative assessment, the objectives, the criteria for selecting a certain test in the course of Romanian as a foreign language are identified and analyzed. The theoretical milestones are argued by exposing some examples of assessment methods and tools that contribute to the efficiency of the training process in groups of foreign medical students with A1/A2 level of knowledge of the Romanian language.
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Garcés Mancero, Flor Emperatriz, Magaly Margarita Narváez Ríos, Luis Germánico Gutiérrez Albán und Víctor Danilo Lazo Alvarado. „VIRTUAL LEARNING APPLYING EDUCATIONAL STRATEGIES IN TIMES OF COVID-19; CASE OF TECHNOLOGY IN MILITARY SCIENCES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end094.
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The educational system in times of pandemic has had to transform itself urgently and unexpectedly to a virtual modality. This paper presents an exploratory study on the main difficulties encountered in the Soldiers Training School "Vencedores del Cenepa", where the objective of this work was to expose some strategies mediated by ICTs, for the virtualization of the teaching-learning process; When the didactic and functional methodology was applied in virtual education, I necessarily involve externalizing the demands of the teachings where they are enrolled; in this online educational process-COVID 19; the students of the institution consider their class grade as a basic educational tool, where the student himself, Virtual learning behaves as an extension of the face-to-face classroom, mainly supported by technologies that allow, even remotely, activities that challenge students to produce a collective text, electronic portfolio, infographic or video that address a topic, can be worked collaboratively. in particular related to the topic of the class, they are generally more accepted by students than exercises or questionnaires whose objective is to record the content of a discipline; Therefore, we must see the opportunity that shortens the distances and enriches the teachers' process, maintaining their structure and development of methods according to reality; where the development of study programs is allowed, strengthens relationships and instills collaboration among all actors.
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Esi, Marius costel. „SIMULATION AND SOLVING DIDACTIC ACTIVITIES THROUGH E-LEARNING“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-049.
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The dynamics of social reality reveals methodological explanations regarding the role, the functions and the use of educational culture. The existence of an assumng process of some well-defined managerial strategies implies highlighting the manner in which a cultural dimension becomes pragmatic at the social level. In these conditions, contexts, conditionings and requirements in defining and explaining the educational culture are significant. Methodological issues brought into question reveal an explanatory approach that legitimizes assumptions regarding the acceptance of E-learning within the educational culture. The issue of assuming a learning situation is becoming one of major importance given that it is performed at the level of educational activities. Therefore, educational actors involved in this process are in contact with didactic methods designed to facilitate the learning process. It is about students and teachers using in practice the new learning technologies through a new teaching methodology, methodology that has in the center of its own area of concern the e-learning paradigm. However, not every time educational media prove their usefulness in the work carried out. For this purpose, we focus this analysis on the relationship between simulation and solving educational activities in relation to the new learning technologies (especially the teaching resources as e-learning). Moreover, we take into account, within this approach, the ways of dealing and explicitation of certain problematic didactic situations / contexts encountered during the educational activities compared to behavior of the actors involved these activities. Therefore, we believe that efficiency and quality of e-learning in contemporary education depends mainly on the ways of assuming didactic strategies related to new technologies of learning.
Berichte der Organisationen zum Thema "Didactics : some teaching strategies"
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.
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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Buitrago García, Hilda Clarena, und Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.
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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Buitrago García, Hilda Clarena, und Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.62.
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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Lynch, Paul, Tom Kaye und Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, Juni 2020. http://dx.doi.org/10.53832/edtechhub.0043.
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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Nietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.
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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.
Der volle Inhalt der QuelleAnnotation:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Nietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.
Der volle Inhalt der QuelleAnnotation:
The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.