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1
Czok, Valerie, Manuel Krug, Sascha Müller, Johannes Huwer, Stefan Kruse, Wolfgang Müller, and Holger Weitzel. "A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching." Education Sciences 13, no. 9 (September 11, 2023): 926. http://dx.doi.org/10.3390/educsci13090926.
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As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality application designs. Based on an extensive literature review followed by focus group discussions with experts, the evaluation matrix combines domain-specific aspects, technical features, and subject and media didactical principles to determine seven select parameters. This ensures adequate coverage of the broad range of key considerations in the development of augmented reality technology for science and engineering teaching. Through cluster analysis, two groups of applications could be identified. The first group comprises applications whose development was more technology-driven. Applications in the second group take more didactic criteria into account and are to be considered more holistically from an instructional perspective. No correlation could be observed between the design of the AR application and the intended learning effects. The parameters derived for the evaluation matrix contribute to specifying relevant criteria for the development of AR applications.
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GUNTUR, Mochamad, Siti SAHRONİH, Nur Indah Septia NİNGSİH, and Puja WİNDARİ. "The Learning Trajectory Based on STEM of Elementary School Pupils’ in Solving Proportion Material: Didactical Design-Research." Participatory Educational Research 10, no. 6 (November 2, 2023): 84–103. http://dx.doi.org/10.17275/per.23.90.10.6.
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This study aims to determine the trajectory of students' thinking when solving proportion problems using STEM-based learning media. The participants were 27 fifth-grade students from SD Negeri 2 Pilangsari in Cirebon Regency. The students are divided into four groups using purposive sampling and receive the same treatment. The treatment involved a proportion study that utilized STEM media, and the student’s learning trajectory was monitored based on their problem-solving patterns. Hypothetical Learning Trajectory (HLT) was used to develop the hypotheses. The HLT was used as a guide for the researchers' assumptions. The data were collected through observation by researchers, student work, and documentation. The results of the HLT were used to test the assumptions related to the student's thinking processes and their learning in completing proportion operations using STEM. Based on the results obtained during the practice, some findings exceeded the researcher's expectations and hypotheses, but some did not. These differences become a new finding expected to become a subject for further research, where several groups have different ways of thinking based on mathematical disposition. Through STEM media, the electrical engineering students' high enthusiasm and creativity can be known through the electric graph. In conclusion, proportional relationships are an important mathematical concept with practical applications in various fields. The use of STEM media for teaching materials can help students acquire a better understanding of mathematical concepts and skills.
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Akimkhanova, Zhuldyzay, Kunduz Turekhanova, and Grzegorz P. Karwasz. "Interactive Games and Plays in Teaching Physics and Astronomy." Education Sciences 13, no. 4 (April 13, 2023): 393. http://dx.doi.org/10.3390/educsci13040393.
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Physics is a difficult subject in which to trigger interest in pupils, particularly in junior high school classes: this reflects in the results of maturity exams. Therefore, teachers, educators (and authorities deciding on CV contents) should search for new efficient methods, techniques, and contents corresponding to particular topics in physics. What can be done at the level of a single university (even if big) or school is to enrich standard lessons with new elements and observe how the responses of pupils change. In this article, the results of an implementation of interactive plays and games are presented for enhancing pupils’ interest and rate of understanding in physics, astronomy, and engineering. The games were designed by authors and the contents were developed jointly at Nicolaus Copernicus University, Poland and al-Farabi Kazakh National University, Kazakhstan. Implementation was carried out both in schools (a secondary school in Almaty and one primary school in Torun) and in extra-school (secondary school students in Almaty, elementary and secondary school students in Torun, during university-based activities) environments. A preliminary analysis of the didactical efficiency is given. We observed a positive reception of the majority of the didactical means that we proposed. These observations will serve us for further (and possibly permanent) enrichment of forms and contents of teaching physics and astronomy.
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Agatova, Olga A. "Didactics and pedagogical anthropology of digital educational environments." RUDN Journal of Informatization in Education 20, no. 2 (July 15, 2023): 176–97. http://dx.doi.org/10.22363/2312-8631-2023-20-2-176-197.
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Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the study is to analyze digital means of pedagogical activity, to systematize changes in didactic principles. Methodology. Analysis of the development of didactics, pedagogical anthropology in the context of the use of digital didactic tools is based on the study of digital educational environments created during the federal experiment. The study of digital didactic tools used by teachers was organized during the annual interregional webinar of the Russian Academy of Education. According to the research methodology, the requirements for the preparation of reports by webinar participants were based on the structured interview method. Results. The frontiers of changes in didactics and pedagogical anthropology in the conditions of digital educational environments are characterized. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of constructing the interaction of participants in educational relations are revealed. The results presented in the publication are significant for the development of the methodology of modern didactics and pedagogical anthropology and the theory and practice of expertise in education in terms of assessing the developmental functionality of digital educational environments. Conclusion. To evaluate the results of the federal experiment on the introduction of digital educational environments, a proven methodology for the examination of the developing functionality of digital educational environments is needed.
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Et al., Xolmuxamedov Murodullo Maxmudovich. "“TECHNOLOGY OF USING E-LEARNING MODELING PROGRAMS IN TEACHING SPECIAL SUBJECTS IN PROFESSIONAL EDUCATION”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5403–11. http://dx.doi.org/10.17762/pae.v58i1.2145.
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Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.
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Estrada-Molina, Odiel. "A Systematic Mapping of Variables Studied in Research Related to Education in Informatics And Computing." Journal of Engineering Education Transformations 36, no. 2 (October 1, 2022): 109–25. http://dx.doi.org/10.16920/jeet/2022/v36i2/22159.
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Abstract : Previous theoretical studies (reviews and systematic mappings) have only focused on certain variables of the education of Informatics and Computing such as game-based learning, projectbased learning, and problem-based learning. Therefore, the objective of this article was to carry out a systematic mapping (2010-2019) to determine which variables are studied in research related to the education of informatics and computing. We performed a systematic mapping to IEEE Xplore (2010-2019). The protocol corresponds to the PRISMA guidelines for systematic reviews and its contextualization to the performance of systematic mappings. When applying the protocol, 160 articles were finally selected of which 154 are indexed in Scopus (96.25%) and 132 indexed in Scopus and WoS (82.5%). The results highlight that the most studied variables are teaching programming, teaching software engineering, teamwork, collaborative learning, educational technology, assessment, project-based learning, problem-based learning, and game-based learning. There is evidence of a causeeffect relationship (multiple correlations) between the dependent variables: teaching of software engineering and teaching of programming with the independent variables: didactic models based on m-learning, elearning, and b-learning, project-based learning, problem-based learning, artificial intelligence, and educational technology. It concludes by identifying the principal's studies (higher scientific productivity) and the most studied variables in the didactics of Informatics and Computing. Keywords : systematic mapping; Informatics; computer education; engineering education; software engineering teaching; programming teaching.
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Doçi, Ilir, and Shpetim Lajqi. "Teaching Engineering Graphics through Digital Presentations for Engineering Students." Journal of Engineering Education Transformations 37, no. 2 (October 1, 2023): 82–92. http://dx.doi.org/10.16920/jeet/2023/v37i2/23152.
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Abstract: All new students at the University of Prishtina “Hasan Prishtina”, Faculty of Mechanical Engineering, take an Engineering Graphics course in the first semester. The subject is divided into two sections: Technical Drawing and Descriptive Geometry. To teach lectures, professors use didactic equipment such as LCD projectors and drawing on the table. Assistants demonstrate exercises by drawing mechanical parts in the table. In 2014, teachers began using digital presentations with animations in their lectures. They contain developed presentations using PowerPoint software with stepby- step animations of mechanical parts. The paper examines the effectiveness of this methodology from both the student and teacher perspectives. The study is based on a survey of students, teachers’ experiences, and a comparison of exam results. The analysis discusses the methodology's effectiveness, presentation quality, knowledge gained, ease of learning, impact on exam pass rate, and other benefits.The following are some key findings from this paper: students accept and favor this teaching methodology; it is more effective than hand drawing; it has a significant impact on exam pass rates; and it is simple to understand the lectures. Teachers like this methodology because it allows for step-by-step explanation with animations; repeating options; presentations are created only once, easy corrections, developing many examples of mechanical parts with less effort, and students can easily access them. The paper contributes to a new teaching methodology for students in their first year of Engineering studies, Bachelor level, in the subject of Engineering Graphics. Keywords: Engineering graphics, Teaching methodology, Digital presentations, Animations, Higher education, Teaching survey.
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Liao, Chin-Wen, Ying-Ju Tseng, Yu-Hsiang Liao, Bo-Siang Chen, Wei-Sho Ho, I.-Chi Wang, Hung-I. Lin, and I.-Min Chen. "A Practical Curriculum Design and Learning Effectiveness Evaluation of Competence-Oriented Instruction Strategy Integration: A Case Study of Taiwan Skills-Based Senior High School." Behavioral Sciences 13, no. 1 (January 4, 2023): 43. http://dx.doi.org/10.3390/bs13010043.
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The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.
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Bautista-Capetillo, Carlos, Cruz Octavio Robles Rovelo, Julián González-Trinidad, Hugo Pineda-Martínez, Hugo Enrique Júnez-Ferreira, and Martín García-Bandala. "Teaching Sprinkler Irrigation Engineering by a Spreadsheet Tool." Water 15, no. 9 (April 26, 2023): 1685. http://dx.doi.org/10.3390/w15091685.
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Since being released 40 years ago, computer spreadsheets have proven to be worthwhile for use in educational contexts. There is plenty of evidence for this in practically every scientific discipline and engineering field. In view on this fact, the present work exposes a didactical resource, named the sprinkler irrigation tool, developed in Excel® spreadsheet licensed by 2018 Microsoft©. The objective of this tool is to offer an alternative to students in irrigation engineering, particularly for those training in the design of sprinkler irrigation systems so they can develop their theoretical knowledge and practical skills acquired in laboratory and field experiments. The main findings reported in this paper address well-agreed methodologies for evaluating radial patterns of precipitation rates, diameter distribution frequency, ballistic simulation of water drops’ movement through air, kinetic energy, and performance indicators as part of the core parameters of efficient irrigation system management. This computing tool provides outcomes in tabular and graphical formats that are consistent with those found in studies previously published in specialized literature on related topics. Likewise, spreadsheets have been proven to be adequate pedagogical instruments on the path to achieving meaningful learning; however, this assertion still needs to be confirmed through a rigorous study of students who have used the developed tool.
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Vergara, Diego, Álvaro Antón-Sancho, Jamil Extremera, and Pablo Fernández-Arias. "Assessment of Virtual Reality as a Didactic Resource in Higher Education." Sustainability 13, no. 22 (November 17, 2021): 12730. http://dx.doi.org/10.3390/su132212730.
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Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.
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Horbatiuk, Roman, and Nataliia Bilan. "THE MODEL OF FOREIGN LANGUAGE COMPETENCE FORMATION OF FUTURE ENERGY ENGINEERS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 129–37. http://dx.doi.org/10.31499/2307-4906.1.2023.276953.
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The paper presents the model of the formation of future energy engineers’ foreign language competence, which conditionally reproduces the process of step-by-step learning of a foreign language for professional purposes and the development of practical knowledge and skills of receptive and productive types of linguistic activity under specifically created conditions due to the use of a range of specially selected didactic and methodological toolkit of informational, audiovisual and visual type focusing on project learning technologies. Based on the results of the research, its main components were determined and analyzed, and their inverse relationship and interaction were substantiated too. It was established that the developed model belongs to the structural and functional group. It was found that the structure of the model is determined by a complex of interconnected and complementary elements, which are combined into four blocks: motivational-target (goal, task, social order), didactic-methodological (approaches and principles of learning), content-processual (stages of foreign language training, pedagogical conditions, methods, technologies, forms, means of education), evaluation-resultative (components, levels), formation of foreign language competence, result). The functionality of the model is characterized by a set of properties that reveal its ability to perform a number of functions, in particular: educational, organizational, technological, managerial, cognitive, developmental, communicative, competent, controlling. The model design of foreign language competence formation for the future energy engineers was carried out taking into account the specifics of the professional training of higher education graduates specializing in the field of knowledge 14 Electrical engineering and the specifics of their future professional activities. It has been determined that the implementation of the suggested structural and functional model into the educational process of students’ foreign language learning results in the formation of a foreign language competence of would-be specialists in the field of power engineering, who are able to perform all the types of engineering activity using the relevant metalanguage in their professional environment.
Keywords: model, structural and functional model, formation, foreign language training, foreign language, foreign language competence, future energy engineers, higher education applicants, education environment, knowledge.
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., Harshavardhana, and Dr Jagdish H. Godihal. "Augmenting Engineering Pedagogy - Fusion of Practical and Theoretical Dimensions: Exploring Onsite Immersions." Journal of Engineering Education Transformations 37, IS2 (January 1, 2024): 234–39. http://dx.doi.org/10.16920/jeet/2024/v37is2/24045.
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Abstract—Contemporary engineering education faces multifaceted challenges, stemming from the dynamic essence of the discipline, the expanse of knowledge acquisition demanded of students, and the inundation of information availability. Nurturing well-rounded graduates necessitates not only a profound grasp of their chosen domain but also adeptness in troubleshooting complex issues. Synthesizing theoretical erudition, hands-on proficiencies, and computerized applications tailored to bolster diverse facets of projects—encompassing drafting, designing, tridimensional visualization, and analysis—constitutes a pivotal facet of the engineering curriculum. Noteworthy achievements have been recorded by individuals irrespective of their formal educational background, underscoring the potentiality of knowledge garnered from conventional schooling or alternative avenues. While the knowledge drawn from textbooks and didactic sessions falls under the aegis of theoretical comprehension, practical acumen is honed through immersive engagement with real-world predicaments. Both realms of knowledge bear significance, necessitating holistic appreciation. The principal objective herein resides in fortifying engineering students' grasp of their specialized subjects, achieved through hands-on pedagogical interventions. This endeavor probes the import of infusing interactive classroom engagements and pragmatic on-site sojourns into engineering training regimens, synergistically empowered by software aids. The vantage point embraced is that of the students, examining the perceived value of such integrated approaches. Keywords - Cognizance; Graduates; Pragmatic; Problem-Solving and Theoretical Competence
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Voutetaki, Maristella E. "Application and Assessment of an Experiential Deformation Approach as a Didactive Tool of Truss Structures in Architectural Engineering." Education Sciences 14, no. 4 (March 28, 2024): 354. http://dx.doi.org/10.3390/educsci14040354.
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Experiential learning methods are advantageous for students as they motivate them to comprehend structural concepts without complex calculations, enhancing their inherent understanding of static principles. This research introduces a novel, cost-effective haptic didactic tool to enhance the approach to teaching trusses to students in a School of Architecture. The primary goal is to address challenges associated with the complexities of teaching structural systems within the context of architectural education. The proposed approach is related to the most critical issue, which is the state in which the individual elements are under applied load, compression, or tension. The approach explores the deformation of the truss elements and establishes a connection between their visible deformation and the stress they develop under various loads. As a didactic tool, this approach offers an alternative perspective to help students understand truss function under various loads. Also, an assessment procedure of learning outcomes and satisfaction indices has been structured to validate the impact on students on the proposed educational procedure. The findings underscore the significant educational efficiency of the proposed procedure as a sustainable way to connect the structural engineering challenges arising during design courses and creative skills in architecture engineering.
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Stadelmann, Thilo, Julian Keuzenkamp, Helmut Grabner, and Christoph Würsch. "The AI-Atlas: Didactics for Teaching AI and Machine Learning On-Site, Online, and Hybrid." Education Sciences 11, no. 7 (June 25, 2021): 318. http://dx.doi.org/10.3390/educsci11070318.
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We present the “AI-Atlas” didactic concept as a coherent set of best practices for teaching Artificial Intelligence (AI) and Machine Learning (ML) to a technical audience in tertiary education, and report on its implementation and evaluation within a design-based research framework and two actual courses: an introduction to AI within the final year of an undergraduate computer science program, as well as an introduction to ML within an interdisciplinary graduate program in engineering. The concept was developed in reaction to the recent AI surge and corresponding demand for foundational teaching on the subject to a broad and diverse audience, with on-site teaching of small classes in mind and designed to build on the specific strengths in motivational public speaking of the lecturers. The research question and focus of our evaluation is to what extent the concept serves this purpose, specifically taking into account the necessary but unforeseen transfer to ongoing hybrid and fully online teaching since March 2020 due to the COVID-19 pandemic. Our contribution is two-fold: besides (i) presenting a general didactic concept for tertiary engineering education in AI and ML, ready for adoption, we (ii) draw conclusions from the comparison of qualitative student evaluations (n = 24–30) and quantitative exam results (n = 62–113) of two full semesters under pandemic conditions with the result of previous years (participants from Zurich, Switzerland). This yields specific recommendations for the adoption of any technical curriculum under flexible teaching conditions—be it on-site, hybrid, or online.
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Gonzalez-Vera, Pilar. "The integration of audiovisual translation and new technologies in project-based learning: an experimental study in ESP for engineering and architecture." DIGILEC: Revista Internacional de Lenguas y Culturas 9 (December 28, 2022): 261–78. http://dx.doi.org/10.17979/digilec.2022.9.0.9217.
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Methodological approaches like project-based learning, the didactic use of audiovisual translation and the use of Information and Communication Technology (ICT) have attracted the attention of researchers in recent years. These are the three pillars on which the current article rests. It presents an experimental study within the context of project-based learning in which students of engineering and architecture undertake a project to build and sell a sustainable house. In order to succeed in the project, the students have to progress from one stage to the next by completing various tasks that require the didactic use of the audiovisual translation modes of dubbing and subtitling as well as the use of mobile applications and new technologies. This research aims to show how the implementation of the project can contribute to the development of productive and receptive linguistic skills and even be considered an option to provide the framework for the design of the whole syllabus in an English for Specific Purposes subject. The study was carried out in a transversal subject of technical English in which students from different degrees of engineering and architecture converge. As a pilot study, it was proposed to the students as an alternative to replace the part of the subject that focuses on written and oral production in English language. The results will reveal a high motivating component in the activities, achieving the consolidation of knowledge through meaningful learning and a lowering of the levels of anxiety in the affective filter.
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Dorofeev, Aleksey, Galina Bukalova, and Alexander Novikov. "Learning Specifics of Corporate Culture Development: A Study of Motor Transport Masters Program Graduates." Education & Self Development 16, no. 1 (March 31, 2021): 74–82. http://dx.doi.org/10.26907/esd16.1.02.
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Within the framework of post-industrial development in the motor industry a new management culture based on corporate values is stimulating change in the system of engineering education. In the evolution of the vehicle servicing businesses, second level higher education graduates, (masters of Engineering) are often employed as line managers. The results of a multi-panel academic study involving stakeholders indicated the need for masters program graduates to be actively engaged in the development of corporate culture and training production staff. This highlighted a new competence for line manager which has previously not given adequate focus – training as a part of operational management activities. This is an innovative feature of the Engineer masters Program training process. This article analyzes the curriculum for teaching corporate culture to production personnel. It also specifies the role of a facilitator to replace an expert teacher and formulates the academic problem of teaching specific didactic tools appropriate for corporate culture development to masters students.
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Bühler, Michael Max, Thorsten Jelinek, and Konrad Nübel. "Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution." Education Sciences 12, no. 11 (November 3, 2022): 782. http://dx.doi.org/10.3390/educsci12110782.
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We call for a paradigm shift in engineering education. We are entering the era of the Fourth Industrial Revolution (“4IR”), accelerated by Artificial Intelligence (“AI”). Disruptive changes affect all industrial sectors and society, leading to increased uncertainty that makes it impossible to predict what lies ahead. Therefore, gradual cultural change in education is no longer an option to ease social pain. The vast majority of engineering education and training systems, which have remained largely static and underinvested for decades, are inadequate for the emerging 4IR and AI labour markets. Nevertheless, some positive developments can be observed in the reorientation of the engineering education sector. Novel approaches to engineering education are already providing distinctive, technology-enhanced, personalised, student-centred curriculum experiences within an integrated and unified education system. We need to educate engineering students for a future whose key characteristics are volatility, uncertainty, complexity and ambiguity (“VUCA”). Talent and skills gaps are expected to increase in all industries in the coming years. The authors argue for an engineering curriculum that combines timeless didactic traditions such as Socratic inquiry, mastery-based and project-based learning and first-principles thinking with novel elements, e.g., student-centred active and e-learning with a focus on case studies, as well as visualization/metaverse and gamification elements discussed in this paper, and a refocusing of engineering skills and knowledge enhanced by AI on human qualities such as creativity, empathy and dexterity. These skills strengthen engineering students’ perceptions of the world and the decisions they make as a result. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent collaborators who navigate increasingly complex multistakeholder ecosystems.
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Vodovozov, Valery, Zoja Raud, and Eduard Petlenkov. "Active Blended Learning Engineering Students: A Case Study." Education Sciences 12, no. 5 (May 13, 2022): 344. http://dx.doi.org/10.3390/educsci12050344.
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An ongoing technological, economic, and societal change forces a new understanding of engineering and modifies the requirements for higher engineering education. Consequently, an educational approach based on the combination of blended learning and active learning promises great prospects for the enhancement of the knowledge and skills acquisition thanks to the flexibility it opens up. In this research, an attitude to study is first ever analysed from the standpoint of students enrolled in three various degree levels, namely, a Bachelor of Science program, a Master of Science program, and a new EuroTeQ program. The strengths and weaknesses of the blended and active learning combination are evaluated from didactic and methodological sides. It shows a fundamentally different approach to learning from students belonging to various degree programs. Most of the bachelor degree learners volunteered to participate in active learning, although a significant proportion of them was unable to succeed. In contrast, the learning of master students looks more circumspect and selective; they devote less time to study, but spend it more wisely, being more highly responsible for the outcomes than bachelors. The EuroTeQ participants did not push on many active learning activities, but demonstrated quite high motivation in quizzes, labs, and online consultations. As a result, the outcomes of the first academic year satisfied mainly the most strong of the EuroTeQ students.
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López-Reyes, Luis Javier, Auria Lucia Jiménez-Gutiérrez, and Diana Costilla-López. "The Effects of Blended Learning on the Performance of Engineering Students in Mathematical Modeling." Education Sciences 12, no. 12 (December 16, 2022): 931. http://dx.doi.org/10.3390/educsci12120931.
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This paper presents the implementation of an active learning methodology known as blended learning in an ordinary differential equations (ODE) course for engineering students. Our purpose was to evaluate the effect of b-learning on students’ mathematical modeling performance. To this end, synchronous and asynchronous activities were made available to the students as face-to-face and remote learning sessions, in which the experience acquired by students during the sanitary isolation due to COVID-19 was crucial. Benjamin Bloom’s cognitive domain taxonomy was used to design the present didactic proposal. Results show that the students moved upward from the lower knowledge and understanding taxonomical levels, to the upper analysis and application levels, as they learned systems modeling using ODEs.
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GANZHA, Anhelina. "DIDACTIC AND CORRECTION POTENTIAL OF FAIRY TALE TEXTS IN TEACHER’S WORK." Culture of the Word, no. 97 (2022): 222–34. http://dx.doi.org/10.37919/0201-419x-2022.97.19.
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The article summarizes theoretical approaches to stimulating the cognitive activity of junior schoolchildren through fairy tale therapy. Recommendations are developed and specific methods of applying fairy tales texts in the educational process are proposed, which can be used by primary school teachers, defectologists, speech therapists in organizing group and individual classes, parents of children with special educational needs in correctional and developmental work. The attractiveness of fairy tales as a means of correctional and pedagogical influence is due to their properties: the absence of direct teachings; the events of a fairy tale story are logical, naturally follow each other, which allows children to learn cause and effect relationships and rely on them; through the images of a fairy tale, a child gets acquainted with the experience of many generations. Fairy tale plots deal with situations and problems that everyone experiences. The victory of goodness provides the child with a sense of psychological security. Students learn that trials contribute to the inner improvement of a person. The main character of the fairy tale is a collective image with which the child can identify. The didactic potential of using fairy tales in the educational process of primary school is realized through creating a favorable atmosphere for students to communicate with the teacher; stimulating students’ cognitive activity; ensuring that learning is connected to the child’s real experience; and developing the ability to solve problems independently. Fairy tales provide inexhaustible opportunities for pedagogical creativity. At the same time, it is necessary to clearly adhere to the set didactic or correctional goal in working with a fairy tale, to avoid oversaturation of classes with fairy tale “atmosphere” and characters in order to ensure maximum efficiency of using this powerful diagnostic and educational tool.
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O’g’li, Umirov Ilhom Iskandar. "PEDAGOGICAL ESSENCE AND MODEL OF TECHNOLOGICAL COMPETENCE DEVELOPMENT IN FUTURE ENGINEERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 10 (October 1, 2022): 7–14. http://dx.doi.org/10.37547/pedagogics-crjp-03-10-02.
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Pedagogical factors of development of technological competence of students of higher educational institutions with the help of electronic educational tools are considered in this article. The components of the didactic support system for electronic educational tools are highlighted. The model of the advantages of organizing education based on electronic educational tools and the main problems of organizing the educational process with the help of electronic educational tools are shown.
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Meiju, Zhu. "THE PEDAGOGICAL ROLE OF THE CYCLE OF CHILDREN’S PIANO PIECES “RAINBOW” BY G. G. OKUNEV IN TRAINING PIANISTS OF CHINA." Научное мнение, no. 1-2 (February 16, 2024): 191–94. http://dx.doi.org/10.25807/22224378_2024_1-2_191.
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The purpose of the article is to reveal the artistic content and pedagogical potential of the little-studied cycle of piano pieces “Rainbow” by G. G. Okunev, which naturally combines musical-didactic and artistic-figurative principles. The educational, developmental and upbringing functions of the cycle are considered in the context of Chinese musical pedagogy and the importance of pieces in the development of performing skills and figurative thinking of young pianists of the People’s Republic of China. The study made it possible to prove that Okunev’s cycle will be useful and will increase the effectiveness of the training process for Chinese pianists due to the rich figurative content, which at the same time corresponds to children’s perception, given the specifics of modern musical education in the PRC, which combines the principles of world art and traditions of national culture.
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Opalyuk, Oleh. "Information technologies in the education of children with special needs." Actual problems of the correctional education (pedagogical sciences) 19 (June 29, 2022): 217–27. http://dx.doi.org/10.32626/2413-2578.2022-19.217-227.
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The given article presents the results of a study analyzing the peculiarities of information technology in the education of children with special needs. The task of increasing the efficiency of the educational process is set nowadays before the modern special school. The article reveals the peculiarities of application of information technology in education of children with special regarding the compensation of physical disabilities with the help of the latest learining techniques. The article analyzes the principles and tasks of application of information technologies in correctional-restorative and correctional-developmental work. In the field of inclusive education, information technology can help children with special educational needs to realize the right for education, discover their potential and self-realisation as individuals in society. The use of information technology in the education of children with special needs contributes to the development and correction of psychophysical processes: memory, motility, thinking, and space orientation. The application of information technology in correctional education allows to optimize the pedagogical process, individualize the learning of children with special educational problems and significantly increase the effectiveness of any activity. The use of computers, multimedia and information technologies as didactic tools help to increase children's motivation and interest in the process of completing tasks. Modern technical devices allow to design fundamentally new pedagogical technologies that promote the activation and effective functioning of compensatory mechanisms to correct various disorders, speech development, and also general development of children. The didactic materials, new subject-based learning environments, and samples of new objects with the orientation on information technology should take into account the psychophysical and cognitive characteristics of children with special educational needs and types of leading activities for each age group. Also, when organizing children's work on the computer, it is necessary to pay attention to compliance with sanitary and hygienic standards.
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Nogales-Delgado, Sergio, José María Encinar Martín, and Silvia Román Suero. "Teaching How to Research: A Case Study on Chemical and Industrial Engineering Degrees." Education Sciences 12, no. 10 (October 3, 2022): 673. http://dx.doi.org/10.3390/educsci12100673.
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Final Degree Projects (FDPs) in scientific and technical studies are often the first significant approach to real research and can be a challenging step for students. Their own experience at this stage can influence the students’ professional calling to a research career instead of other technical occupations. In any case, it should be an interesting experience for students, regardless of their future career. Thus, suitable guiding by academic tutors is vital to favor the engagement for scientific research as a feasible professional career in youngsters. The aim of this work was to point out our own experience when it comes to teaching how to research, inspired by research-based learning. In other words, this is an example about how to introduce final degree students to research, to prepare them for a possible future career in the research world. Specifically, the expectation for each FDP was to materialize their work in the publication of a research paper or a conference communication, in the context of research carried out in the frame of a transference project with a firm purpose: to emphasize how their work will be applied as a solution to a real problem. To achieve this goal, a general didactic guide (which should be customized for each student) is presented, adapted to a chemical engineering laboratory, mainly devoted to biodiesel and biolubricant production.
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Beetlestone, John G., Colin H. Johnson, Melanie Quin, and Harry White. "The Science Center Movement: contexts, practice, next challenges." Public Understanding of Science 7, no. 1 (January 1998): 5–22. http://dx.doi.org/10.1177/096366259800700101.
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As the science center movement expands worldwide, the time seems ripe to stimulate an informed debate centered on the purpose, practices, and achievements of science centers, together with the challenges they face in the next decade. The first section of this paper focuses on current practice, drawing dimensions from artifact to education, from didactic to empowering, from tutti-frutti to story line, from museum to Disney. Programs beyond the exhibition, and links with the formal education system and the local community, are also considered. The second section deals with the diversity of contexts within which science centers operate—cultural, political, financial, educational—and coins the acronym ASSET: Alternative Settings for Science, Engineering, and Technology. The final section looks to the future, identifying funding gaps, the need for longitudinal evaluation studies, and the challenge of new information technologies. Finally, in the spirit of international challenge, the authors pose three leading questions: What lies beyond the existing-exhibit clone? Can an Art/Science divide be defined? How can we communicate contemporary science and scientific issues?
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Ha, Vu Thi, Le Hong Chung, Nguyen Van Hanh, and Bui Minh Hai. "Teaching Science Using Argumentation-Supported 5E-STEM, 5E-STEM, and Conventional Didactic Methods: Differences in the Learning Outcomes of Middle School Students." Education Sciences 13, no. 3 (February 26, 2023): 247. http://dx.doi.org/10.3390/educsci13030247.
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5E-based science, technology, engineering, and mathematics (5E-STEM) education is known to be one of the most used pedagogical models in STEM-oriented science courses for middle school students. However, the 5E model lacks a clear explanation of how STEM subjects are strongly linked in each of its operational “E”. In this study, a novel approach was proposed with the use of the argumentation-supported 5E-STEM (A-5E-STEM) model in the science curriculum. The purpose of this study was to examine the differences in learning achievements, learning motivation, learning interest, and higher-order thinking skills of middle school students between teaching science using A-5E-STEM, 5E-STEM, and conventional didactic methods. A semi-experimental study with post-test only non-equivalent groups design was used. A “Separating Mixtures” unit in the 6th grade Natural Science curriculum was designed with A-5E-STEM and 5E-STEM model orientation. The participants were three 6th grade classes with a total of one hundred and twenty students at a public middle school in Hanoi City, Vietnam. The first experimental group was taught science using the A-5E-STEM model, the second experimental group was taught science using the 5E-STEM model, and a control group was taught the science unit with conventional didactic methods. A post-test was used to collect data on learning achievement, and questionnaires were used to collect data on learning motivation, interest, and higher-order thinking skills of middle school students in the science curriculum. The findings showed that the effect of teaching science using the A-5E-STEM model on learning achievement, motivation, interest, and higher-order thinking skills of middle school students was significantly superior to that of the 5E-STEM model and conventional didactic methods. Therefore, science teachers are expected to increase the use of the A-5E-STEM model in their related curriculum.
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Delgado, Francisco, Marco Enríquez-Flores, and Alfonso Jaimes-Nájera. "Lessons in the Use of Technology for Science Education during COVID-19 Age under a Teachers’ Collaboration Cluster." Education Sciences 11, no. 9 (September 15, 2021): 543. http://dx.doi.org/10.3390/educsci11090543.
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The COVID-19 confinement has represented both opportunities and losses for education. Rarely before has any other period moved the human spirit into such discipline or submission—depending on one’s personal and emotional points of view. Both extremes have been widely influenced by external factors on each individual’s life path. Education in the sciences and engineering has encountered more issues than other disciplines due to specialized mathematical handwriting, experimental demonstrations, abstract complexity, and lab practices. This work analyses three aspects of science education courses taught by university professors in a collaborative teacher cluster, sharing technology applications and education methodologies in science over three semesters when the COVID-19 lockdown was in effect. The first aspect was a didactic design coming from several educational frameworks through adoption or sharing. The second one was an analysis by discipline of multiple factors affecting student engagement during the health contingency. The third analysis examined the gains and losses in our students caused by the university closure and the pandemic’s intrusions. The report explores the correlations of the exiting student perceptions with their academic performance in the courses and survey results about the impact of decisions or happenings during the crisis. This work’s value lies in the lessons for the future of education concerning the teacher dominions of didactic design, support, and collaboration in a broader sense than only for teaching.
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Golub, Nataliya. "Correction and development of the lexico-semantic component of speech in younger schoolchildren with a general underdevelopment of speech in the process of their mastering of reading and writing skills." Actual problems of the correctional education (pedagogical sciences) 21 (July 3, 2023): 40–52. http://dx.doi.org/10.32626/2413-2578.2023-21.40-52.
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The article highlights the peculiarities of correctional and developmental work with younger schoolchildren with general underdevelopment of speech (GUS) III - IV levels in elementary school, when the urgent tasks are to overcome the disorders of their oral speech and assist in mastering reading and writing skills. The article considers the directions of work on correction and development of lexico-semantic component of speech in children with GUS. Such work is planned and carried out within certain lexical topics, which allows to increase the volume of passive and active vocabulary based on clarification, expansion of knowledge about the world in the process of learning the native language, reading artistic and cognitive texts, for the formation of the structure of the lexico-semantic meaning of words, the semantic connections between them, the formation of an understanding of the meaning of a word in the unity of its lexical and grammatical meanings. The article reveals the peculiarities of influence on the lexico-semantic component, taking into account the close relationship between the work on correction and development in younger schoolchildren oral and written speech. The described correctional and developmental work contributes to the consolidation of the sound-letter structure of words included in certain semantic fields, their comparison by lexical meaning and degree of generalization. Examples of children's exercise in the use of synonyms, antonyms, polysemantic words, phraseological units, in the analysis of cognate words are given, which, in general, contributes to the enrichment of lexical means, experience of speech activity. The article states that the study of a certain lexical topic requires involving children in drawing up dialogues, monologues in oral speech within various life and didactic situations, organizing practice for them in using accessible, interesting and important phrases and texts in writing from the point of view of communication. The described work should be carried out taking into account the psychophysiological, individual characteristics of students, during the organization of cognitive activities which interested for them.
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LAVRENTIEVA, OLENA LAVRENTIEVA. "FORMING PROFESSIONAL DIGITAL COMPETENCE OF STUDENTS OF ENGINEERING AND PEDAGOGICAL SPECIALITIES OF THE AGRO-INDUSTRIAL PROFILE IN TERMS OF HIGHER EDUCATION INSTITUTION’S INNOVATIVE DEVELOPMENT." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 2 (January 11, 2023): 6–14. http://dx.doi.org/10.25128/2415-3605.22.2.1.
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The article singles out the urgent problem of updating the content of the professional training of the vocational education pedagogues, which, from the modern point of view, should cover the issues of organizing the educational process in the digital environment, the features of the “digital generation” and the methods of their education and upbringing. The readiness to introduce ideas about the digital transformation of the agricultural sector in the content of such specialists' digital competence has been expediency taken into account. The essence and content of the professional digital competence of future vocational education pedagogues for the agro-industrial area and its essential components have been revealed. It has been found such competence can be interpreted as a certain level of specialist's readiness to communicate, associate and collaborate safely, develop digital educational resources and solve professional problems with ICT and tools. The complex systemic nature of the professional digital competence of the future vocational education pedagogues in the agro-industrial profile has been emphasised. In its structure, general, didactic, and professionally oriented components have been distinguished, as well as production-technological and special profile aspects, which reflect the specifics of professional training of specialists for the agro-industrial sector, have been shown. The structure of students' digital competence in engineering and pedagogical specialities for the agro-industrial profile presented as structural and criteria-based components including motivational, informational, instrumental and reflective ones has been substantiated and described. It is the digital educational environment of the higher education institution that is defined as the leading resource supplying this process. Such an environment provides communication, feedback with students, management of their educational activities and vocational training, the construction of a professional educational space, the implementation of network interdisciplinary research and pedagogical support for the students' professional self-determination due to the understanding of the possibilities of professional growth in the information space. The main approaches to using the educational, developmental and educative potential of the digital environment of the higher education institution and open educational space have been revealed. It has been concluded regarding the expediency of application technologies of STEM education, blockchain, telepresence, artificial intelligence, virtual and augmented reality, provisions of innovative engineering education CDIO in the formation of future specialists' professional digital competence.
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Rodríguez-Luna, Dante, Olga Rubilar, Marysol Alvear, Joelis Vera, and Marcia Zambrano Riquelme. "Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students." Sustainability 16, no. 1 (December 30, 2023): 365. http://dx.doi.org/10.3390/su16010365.
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Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories.
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Lisova, Lyudmila, Oleh Opalyuk, and Alexander Globa. "On the question of the work of a speech therapist in an inclusive learning space." Actual problems of the correctional education (pedagogical sciences) 18 (December 13, 2021): 111–24. http://dx.doi.org/10.32626/2413-2578.2021-18.111-124.
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The proposed article presents the results of the analysis of legislative documents and scientific and methodological literature in the field of speech therapy in an inclusive environment. Speech therapist at the beginning of the school year based on the results of the survey of students, in case of speech disorders that require long-term assistance or specially organized training, suspicions of other developmental disorders - recommends parents (other legal representatives) of the child to contact the inclusive resource center for comprehensive psychological pedagogical assessment of child development. The conclusion of the inclusive resource center on a comprehensive psychological and pedagogical assessment of the development of a child with special educational needs notes the features of the child's speech competence (knowledge, abilities, skills, etc.), the needs and recommendations for speech therapist, and the number of hours for correctional developmental speech therapy services. After receiving an opinion on the comprehensive assessment, the educational institution, represented by the head of the institution, enters into an agreement with a speech therapist to provide correctional and developmental services to a child with special educational needs who is studying in an inclusive form. Based on the conclusion of the comprehensive assessment, an Individual Development Program is drawn up, which states that the speech therapist is a member of the team of psychological and pedagogical support of the child. Speech therapist, being a member of the team of specialists who provide psychological and pedagogical support to children with special educational needs in an inclusive educational space, performs: diagnostic, developmental, organizational and methodological, advisory and educational work. Special pedagogical activity of a speech therapist is carried out on the basis of the program included in the structure of the basic educational program of the general educational institution. Based on this, the main activities of a speech therapist are determined in the framework of psychological and pedagogical support of children with special educational needs who study in an inclusive space. During the school year, the speech therapist draws up the following documents: a speech card for each child, long-term and calendar work plans, individual notebooks for each child, an annual report on the results of correctional training. The speech therapist participates in school methodological associations, meetings of the inclusive resource center, replenishes the speech therapy office with new methodological and didactic literature. Each activity of a speech therapist is included in a single process of psychological and pedagogical support and within the framework of inclusive education acquires special significance. That is, it is focused not only on overcoming speech disorders in students with special educational needs, but also on their socialization and adaptation among peers with normo-typical development. Thus, the activities of a speech therapist in an inclusive environment are not limited to corrective action. Promoting the socialization of children with speech disorders is becoming increasingly important. Because it is speech disorders that become an obstacle on the way to communication of children with speech disorders with other children and teachers. Overcoming speech disorders contributes to the formation of a child with special educational needs self-confidence, the development of its cognitive abilities. A speech therapist can be the person who will help a child with special educational needs to build relationships in the school community and beyond.
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Zakieva, Rafina, Alexander Leontiev, and Vladislav Serikov. "Technology for Assessing the Level of Competence Formation of a Graduate of Technical University." Education & Self Development 18, no. 1 (March 31, 2023): 121–34. http://dx.doi.org/10.26907/esd.18.1.09.
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The main idea behind this research is to create and use a system for managing the quality of university education based on criterion scoring and monitoring of professional student development, the comparison of information received with the graduate requirements specified in the Federal State Educational Standard for Higher Education (FSES HE) in engineering and the adjustment of didactic conditions for professional and personal student development based on these indicators. The availability of such information provides the possibility to compare the actual student development with FSES HE requirements for a particular field of education. It also gives the opportunity to modify the educational process and identify “gaps” in contents, technologies and other characteristics of educational process and make the appropriate changes. The technology that is used to evaluate the maturity level of a future engineer’s competence does not represent the evaluation of education quality as such. However, it creates a continuously updating database for implementing such evaluation. It is used to determine the effectiveness of contents, methods, means and forms of educational activities, etc. The suggested technology can be applied as a specific tool for “deciphering the gaps” identified in students or, in other words, for discovering failures in educational process management. By assessing the gaps in students’ knowledge, skills and thoughts it is possible to discover the “failures” in educational process and the aspects that have gaps and “defects”.
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Reining, Nine, and Simone Kauffeld. "Empirical Findings on Learning Success and Competence Development at Learning Factories: A Scoping Review." Education Sciences 12, no. 11 (October 29, 2022): 769. http://dx.doi.org/10.3390/educsci12110769.
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To meet the changing competence requirements for employees in engineering professions, education and training need to adapt accordingly. Learning factories offer various possibilities to design or integrate practice-oriented learning into training measures. Whether this approach in fact facilitates learning and competence development is rarely investigated. For this reason, the objective of this scoping review is to analyze and summarize the existing empirical findings on learning success and competence development in learning factories regarding their evaluation methods and results. Following standardized guidelines (PRISMA, JBI) for scoping reviews, 12 databases were researched. The literature screening led to the identification of 24 publications included in the final analysis. The results indicate that a variety of evaluation methods are used to assess learning and competences at learning factories and that criteria of all four competence facets (professional, methodological, social, and self-competence) can be enhanced at learning factories in general. As many of the identified studies show potential for improvement regarding the quality of the used methods and analysis of results, further studies on these topics are needed. Evaluations should be integrated into all training measures at learning factories to ensure learning success and competence development and to be able to readjust design, structure, and didactics where necessary.
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Aguilera, David, and Jairo Ortiz-Revilla. "STEM vs. STEAM Education and Student Creativity: A Systematic Literature Review." Education Sciences 11, no. 7 (July 2, 2021): 331. http://dx.doi.org/10.3390/educsci11070331.
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STEM (science, technology, engineering and mathematics) is an educational approach that is now accompanied by the STEAM (STEM + Arts) variant. Both educational approaches seek to renew the scientific literacy of younger generations, and, with the inclusion of the arts, student creativity is described as a key skill that must receive special attention. A review is therefore presented here of empirical STEM and STEAM-based educational interventions so as to determine their potential to develop student creativity. A systematic search of papers over one decade, 2010–2020, found 14 didactic interventions on the Web of Science and Scopus databases for analysis within the review process. The analysis suggested that: (1) the interventions based both on STEM and STEAM have multiple and even contradictory forms, both in theory and in practice; (2) there appears to be a preference among researchers for the Likert-type test to evaluate creativity; and (3) both educational approaches show evidence of positive effects on student creativity. In the light of the principal findings, it was concluded that arguing for the implementation of STEAM education over STEM education, with a view to developing or promoting student creativity, is not in agreement with the evidence from the empirical studies.
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Berbets, Tetiana, and Tetiana Vasylevska. "MODERN PEDAGOGICAL TECHNOLOGIES USE IN TECHNOLOGICAL EDUCATION AS A CONDITION FOR IMPROVING THE QUALITY OF EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 31, 2023): 79–87. http://dx.doi.org/10.31499/2307-4906.4.2023.295461.
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The traditional content of education today serves as a reliable foundation for implementing new, yet unfamiliar pedagogical ideas. Rapidly advancing modern education offers new approaches aimed at enhancing its effectiveness, encompassing the theory and practice of teaching, upbringing, and education, defining them as systematic and purposeful actions directed toward organizing and refining educational processes.The aim of the article is to examine and analyze the impact of modern pedagogical technologies on the process of technological education with the objective of improving the efficiency and quality of the educational process. The primary focus of the article is directed towards revealing the advantages and opportunities of utilizing these technologies in shaping key skills among students, stimulating their creative thinking, and preparing them for the challenges of the modern world.During the research, groups of technology teaching methods were identified. The study focuses on exploring and analyzing key pedagogical technologies such as: information and communication technologies – facilitating not only access to knowledge but also encouraging active information exchange; critical thinking technology – aimed at fostering studentsʼ analytical and critical skills; project-based technology – emphasizing practical application of acquired knowledge and fostering creative thinking; developmental learning technology –aimed at stimulating active creative engagement among students; health-promoting technologies – supporting studentsʼ physical and psychological well-being; problem-based learning technology – aiding in solving complex tasks and stimulating analytical thinking; game-based technologies – fostering student interest and engagement in learning.The diversity of pedagogical technologies enhances studentsʼ comprehension of both theoretical and practical materials, positioning them among the forefront in contemporary didactics within general secondary education institutions. Implementing modern pedagogical technologies in classrooms creates an environment conducive to improving the quality of studentsʼ learning experiences in technological education.
Keywords: teaching technologies; formation; learning effectiveness; practical work; modernisation of education; quality of education; technological education; critical thinking; lesson.
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Tamozhska, Iryna V. "CONTENT OF THE CONCEPT «SCIENTIFIC AND PEDAGOGICAL ACTIVITY» IN THE FRAMEWORK OF MODERN EDUCATIONAL PARADIGM." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology" 2, no. 22 (2021): 42–49. http://dx.doi.org/10.32342/2522-4115-2021-2-22-5.
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The author examines the definitions used in legislative documents and pedagogical research connected with the activity of subjects – participants of the educational process («scientific and pedagogical activity», «scientific activity», «pedagogical activity», «creative pedagogical activity», «professional pedagogical activity»). It is stated that the generic concept of the term «scientific and pedagogical activity» («scientific activity», «pedagogical activity») is defined depending on who is the subject of such an activity (a scientist or an educator). The conclusion is drawn that such categories as «scientific activity» and «pedagogical activity» are not identical. The domestic experience related to the interpretation of the concept «pedagogical activity» was analysed. The researchers considered it to be a special kind of social activity, a kind of socially useful activity implemented by adults, teachers’ activity in the course of educational process, a creative process of conscious, purposeful, self-regulated activity of the teacher. It is stressed that the methodological subsystem is indirectly present in such subsystems of teachers’ creative pedagogical activity as didactic, educational, organizational and administrative, social-pedagogical and self-improvement ones. The levels of teachers’ creative pedagogical activities (reproductive, labour-saving, design, innovative ones) were specified. The article is focused on the content of the concept «function of the professional activities of academic staff», which is treated as an invariant component of productive activity of academic staff, the effectiveness of which is provided by applied educational tools, taking into account modern tendencies and developmental peculiarities of education institutions, as well as the level of their professional ability. The main types of teachers’ professional and pedagogical activities are determined (diagnostics of professional orientation, ability to learn, teach and educate; design activity; learner-centred professional training; social and professional education; extracurricular educational work; raising the level of professional and pedagogical education and qualification; innovative activity). The organizational and pedagogical conditions for structuring scientific and pedagogical activities of academic staff in higher education institutions were generalized (ensuring structural and functional unity; staff and structural units’ optimization; standardization of information links; ensuring multifaceted development of academic staff and their self-organization; compliance with the principles of systematicity and complexity in the implementation of professional and job functions). The functions of professional activity of academic staff were distinguished (administrative, motivational, developmental, prognostic, corrective, culturological, educational, professional, the function of providing educational services).
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Manasia, Loredana, Maria Gratiela Ianos, and Teodora Daniela Chicioreanu. "Pre-Service Teacher Preparedness for Fostering Education for Sustainable Development: An Empirical Analysis of Central Dimensions of Teaching Readiness." Sustainability 12, no. 1 (December 24, 2019): 166. http://dx.doi.org/10.3390/su12010166.
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While it is generally agreed that teachers can shape student learning outcomes, there remains considerable debate on how national policies and training programmes can best support teacher education to address sustainable development challenges. This study aimed to develop a teaching readiness model with a focus on education for sustainable development. Therefore, the research investigated pre-service teachers’ readiness for fostering education for sustainable development by applying its principles to teaching and learning activities. Pre-service teachers in science, technology, engineering, and mathematics responded to a survey regarding their perception of the readiness for designing, conducting, assessing, and engaging in teaching and learning experiences underpinning sustainable development. The results suggest professional knowledge and practice, professional engagement, and self-management could be considered central dimensions of teachers’ job readiness, each of them encompassing a set of components or vectors. Moreover, professional knowledge has a strong and positive influence on teaching practice and professional engagement. In regard to professional knowledge, the ability to conduct didactic transposition is the most influential component. The most significant vectors of the professional practice dimension were found to be the ability to design effective evaluation tools and interpret learning outcomes. The research also revealed weak areas of teacher training: the ability to manage students’ disruptive behaviors, to customize learning and to self-regulate teaching emotions.
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v, Dr Pradosh Chandra, Dr Aslam Y. Suriya, and Mudrakola Swapna. "Teaching Learning Process in Higher Education with the Impact of ICT: An Analytical Review." Journal of Engineering Education Transformations 35, S2 (July 24, 2023): 85–92. http://dx.doi.org/10.16920/jeet/2022/v35is3/22143.
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Abstract—“As models of the teaching–learning process are addressed or when learning difficulties arise, the relationship between teaching, training, and children's learning comes up. Despite extensive study, we still have little understanding of how variations in learning activities affect students' learning. The importance of teachers and teaching as key study subjects has resulted in a restricted understanding of what happens in schools and classrooms. Few studies of teachers and teaching have looked at the degree to which disparities in teacher effectiveness are linked to differences in subject matter expertise, and there is still a tendency to talk about teaching and learning in broad terms without considering the material that has been learned. The author of this article argues that studies of teaching and learning must be linked to studies of the topic in order to create a dialogue between didactics and classroom studies. It is necessary to create an analytical design and structure capable of bridging the teaching– learning gap. Emerging developments in video/audio recording provide one line of inquiry into how various thematic trends are related to instructional activities and classroom interaction formats. Keywords— Teaching Learning Process, Mentor, Role of Teacher, Higher Education.
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Geuer, Lena, Frederik Lauer, Jochen Kuhn, Norbert Wehn, and Roland Ulber. "SmaEPho–Smart Photometry in Education 4.0." Education Sciences 13, no. 2 (January 28, 2023): 136. http://dx.doi.org/10.3390/educsci13020136.
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Digitization offers new perspectives for educational research to identify the effects of visualizations regarding cognitive processing. In addition, new types of data can be generated, expanding the possibilities for visualizing cognitive processes and understanding human learning. Digital twins are already used in Industry 4.0, as an additional visualization to a real object, for data mining and data analysis for process optimization. The increasing integration of digital twins in the industrial sector requires the formulation of corresponding educational goals to ensure high-quality and future-oriented education. Therefore, future generations must be introduced to technologies from industry during their education. In this paper, an intelligent photometric measurement system called SmaEPho with a digital twin for science, technology, engineering, and mathematics (STEM) learning is presented. In addition to its function as a photometric measurement device, an intelligent sensor technology allows for data generation on the user’s usage behavior. The digital twin reflects and visualizes these data in real-time. This enables a variety of new didactic and methodological approaches in teaching. A first study evaluating the hardware and tracking components of SmaEPho shows that the deviation accuracy of the measurement system is sufficient for experimental applications in schools. Another study with n=52 students confirmed the excellent usability of the SmaEPho hardware platform. These research results lay the foundation for a variety of future research questions on data analysis and machine learning algorithms with the aim of increasing the quality of education. The use of intelligent digital twins as an element of digitization in educational contexts offers the extended possibility of identifying cognitive processing steps using this technology.
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Fernández-Oliveras, Alicia, María José Espigares-Gámez, and María Luisa Oliveras. "Implementation of a Playful Microproject Based on Traditional Games for Working on Mathematical and Scientific Content." Education Sciences 11, no. 10 (October 11, 2021): 624. http://dx.doi.org/10.3390/educsci11100624.
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According to previous research, we consider it necessary to extend the use of games, as mediating elements, in the learning of STEAM (Science, Technology, Engineering, Arts and Mathematics) contents rejected by many students. For this, we have carried out an educational research project on games, with an ethnomathematical approach, since games are an important cultural sign with mathematical and scientific potentialities. We have prepared an anthropological study and an analytical one, generating a catalogue of games from different cultures. Thus, we have verified that, starting with culture, we can get to the game, but we posed the query as to whether, starting from certain games, we could achieve enculturation, by activating mathematical and scientific content in the players. To answer this query, we have created a curricular design called “playful microproject” with three traditional games from different cultures and geographical contexts. The microproject was implemented with 32 participants, from 8 to 12 years old. To analyse the results of the microproject, a case study was carried out using qualitative methodology. As part of the playful microproject, the necessary materials for each game were made by hand, and the games were then played. Both the realization of the games and the act of playing showed evidence of mathematical and scientific content, although more in the act of playing. The results revealed that: (1) the three games mobilized 21 categories of analysis, made up of scientific-mathematical content; (2) the three games proved to be equivalent in strong didactic potential; (3) that the microproject provides a valuable intercultural educational approach. The contents evidenced constitute a fundamental part of the Primary Education curriculum: classify, organize, measure, and quantify items, as well as formulate hypotheses, draw conclusions, place oneself in space, and design strategies, among others. It is concluded that these games can promote scientific-mathematical enculturation in a contextualized way.
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Bartkiv, Oksana, and Evgeniya Durmanenko. "FORMATION OF PROGNOSTIC COMPETENCE IN FUTURE EDUCATORS: DIDACTIC ASPECT." Transactions of Kremenchuk Mykhailo Ostrohradskyi National University, no. 2 (2022): 124–30. http://dx.doi.org/10.32782/1995-0519.2022.2.16.
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Kim, Somin, and Jong-hak Lee. "An Analysis of Methods for Teaching Bar and Line Graphs in Elementary Mathematics Textbooks." Korean School Mathematics Society 23, no. 3 (September 30, 2020): 259–76. http://dx.doi.org/10.30807/ksms.2020.23.3.002.
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The purpose of this study was to identify how didactic transposition (teaching and learning methods) has occurred and developed in the teaching of graphs in elementary school mathematics textbooks for third and fourth graders according to the previous and current curricula. In this study, we analyzed the units on bar graphs and line graphs in mathematics textbooks for each curriculum from the fifth curriculum to the 2015 revised curriculum and investigated the implication of statistics education deriving from didactic transposition (teaching and learning methods). We found that the detailed timing of teaching bar and line graphs was almost unchanged as the curriculum progressed. In addition, the use of technology was not actively implemented in school statistics although the curriculum emphasized the use of technology in statistical education. Lastly, the textbooks did not address the variability and distribution of data and the sample or sampling process, which are significant concepts in statistics. On the basis of the findings of this study, we suggest how to teach statistical graphs and what to consider for the next mathematics textbook.
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Ryu, Jaekook. "The Meaning of Accepting Traditional Fairy Tales in Park U-seop's Radio-drama for Children: Focusing on “Loyal Tiger” and “Sneeze of a Fox”." Korean Society of Culture and Convergence 45, no. 1 (January 31, 2023): 511–22. http://dx.doi.org/10.33645/cnc.2023.01.45.01.511.
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Park U-seop pioneered the radio drama genre and continued his fairy tale work for five years from 1937 to 1941. Especially this paper analyzes to find the meaning of accepting traditional fairy tale with Park’s passionate two radio dramas, “Loyal Tiger” and “Sneeze of a Fox” in 1938. In the two works, Park U-seop used his unique storytelling and expression techniques, and aimed for an allegorical method to effectively capture moral and ethical lessons. To find out the method, this paper focuses on acceptance of moral and didactic messages of fables. The two fairy tale dramas contain various areas of life in human history and the psychological prototype of the people. In addition, it reveals that the virtues of lessons based on reconciliation, forgiveness, and faith were implied in the works.
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Brandl, Matthias, and Mirela Vinerean. "Narrative Didactics in Mathematics Education: Results from a University Geometry Course." Open Education Studies 5, no. 1 (January 1, 2023). http://dx.doi.org/10.1515/edu-2022-0186.
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Abstract In a Swedish second semester course on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University, a bridging teaching strategy comprising elements from Mathematics, Didactics, History, Literature, and Technology was applied by using the concept of Narrative Didactics and Digital Interactive Mathematical Maps developed by the Professorship for Didactics of Mathematics at the University of Passau, Germany. The complete assessment of the teaching strategy comprised both an evaluation of the technological and the narrative didactical scaffolding and was partly analysed previously concerning especially the technology acceptance aspect, while here we broaden and deepen the evaluation analysis of the application of narrative didactic elements. Regarding the latter, at the end of the course, students were asked to formulate a short historical-oriented narrative motivation for a school topic of own choice with the help of information provided by the timeline of the Mathematical Map. A representative example of these art-combining products is presented and evaluated according to elements of narrative didactics. Results indicate a fruitful, promising, and synergetic connection between different fields of Science, Technology, Engineering, the Arts, and Mathematics that can lead to a richer and more sustainable learning process in mathematics lessons both at university and school level.
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Camilo, Marcos Gomes. "The Elkonin-Davidov System: A Grove of Developmental Teaching Theory." Revista Científica Multidisciplinar Núcleo do Conhecimento, June 14, 2021, 142–58. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/developmental-teaching.
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This article presents the essence of Elkonin and Davidov’s research on developmental didactics based on the assumptions developed by Vigotski, regarding the role of education and teaching, in the construction of the human psyche. In the meantime, we highlight the understanding of the importance of the connection between education and development, the definition of the role of the school in transforming the reality of its students, the purpose of the construction of scientific theoretical thought in the student and, also, how scientific concepts, which are mediated, can institute in the awareness. Regarding specifically the Elkonin-Davidov system, the development of thought that was and is considered a pedagogical revolution was emphasized. Finally, it exposes the main theoretical and practical contributions that the system has made, through laboratory research, experimental schools and in the public basic education network.
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Smets, Wouter. "Four design principles for student learning of substantive historical concepts – a realistic review study." History Education Research Journal 21, no. 1 (April 3, 2024). http://dx.doi.org/10.14324/herj.21.1.04.
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Substantive historical concepts are an essential part of the history curriculum. In contrast to the use of meta-historical concepts, this aspect of historical thinking has received relatively little attention from educational scholars in recent years. This article draws on theory from cognitive developmental psychology, and seeks to apply this in the field of history didactics. In order to foster authoritative judgement in its application in history education, research evidence is synthesised. A realistic review methodology was used to conduct this synthesis. Four context-mechanism-outcome configurations were identified: (1) when working memory is overloaded, effective learning is impossible; (2) to acquire knowledge sustainably, it must be stored as a schema in long-term memory; (3) knowledge is learned more effectively when it builds on previously acquired knowledge; and (4) knowledge will gradually become more easily accessible for working memory. These context-mechanism-outcome configurations stimulate insight into, and long-term memory of, substantive historical concepts. Didactic design principles for teaching substantive historical concepts are proposed, and implications for history education are illustrated and discussed.
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Markulin, Kristina, Marianna Bosch, Ignasi Florensa, and Cristina Montañola. "The evolution of a study and research path in Statistics." epiDEMES Special Guest-Edited first... (August 26, 2022). http://dx.doi.org/10.46298/epidemes-7584.
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We present the organisation of a first course in statistics for Business Administration degree students, which includes a study and research path (SRP) as an inquiry-based teaching proposal. The paper aims to summarise the course’s evolution, design, and reflections on its various components separately and together as a complete unit. The analysis considers three perspectives on the course: those of the students, the lecturer, and the researcher to provide a critical perspective. The discussion includes the joint evolution of the course and the SRP. Under the Anthropological Theory of the Didactic framework, we show that the design and management of the SRP cannot be detached from the course as a whole. We also see how the course components nourish the SRP and how this, in turn, drives the evolution of the course content and adapts it to the students’ professional needs. This inquiry proposal requires a multidimensional approach in both its planning and the dissemination of its outcomes in the research and professional literature. Therefore, our study can contribute to didactics research on SRPs and serve as a starting point for newcomers to inquiry-based teaching, and as a reflection to foster collaborations between researchers in didactics and lecturers. Nous présentons l'organisation d'un premier cours de statistique destiné aux étudiants en gestion d’entreprise, qui comprend un parcours d'étude et de recherche (PER) en tant que proposition d'enseignement basé sur l'enquête. L'article vise à résumer l'évolution du cours, sa conception et les réflexions sur ses différentes composantes, séparément et dans leur ensemble, comme une unité complète. L'analyse prend en compte les différents points de vue sur le cours, celui de l'étudiant, celui de l'enseignant et celui du chercheur, offrant ainsi une perspective critique. Elle inclut également l'évolution conjointe du cours et du PER. Dans le cadre de la théorie anthropologique de la didactique, nous montrons que la conception et la gestion du PER ne peuvent être détachées du cours dans lequel il s’inscrit. Nous montrons comment les composantes du cours nourrissent le PER et comment celle-ci, en retour, fait évoluer le contenu du cours en l'adaptant aux besoins professionnels de l'étudiant. La proposition d'enquête nécessite une approche multidimensionnelle, tant dans sa planification que dans la diffusion de ses résultats dans la recherche et la littérature professionnelle. Par conséquent, notre étude peut contribuer à la recherche en didactique sur les PER, servir de point de départ pour les nouveaux venus à l'enseignement basé sur l'enquête et de point de réflexion pour favoriser les modes de collaboration entre chercheurs en didactique et enseignants universitaires.
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Nordkvelle, Yngve. "Editorial Vol 2 - issue 2." Seminar.net 2, no. 2 (January 1, 2006). http://dx.doi.org/10.7577/seminar.2514.
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This journal has a complex subtitle: Media, technology and lifelong learning. The subtitle will to many of our readers be perceived as a synonymous to “ICT in education”. However, ICT in education is strongly influenced by informatics and psychology. Even if schools are main receivers of educational technology, not many inventions in the field stem from the educational field itself. There are many tendencies reminding us of the continual conflict between technology and education. The task of this journal has the aim to discuss media and technology on educational grounds. One might think that in the ideal world, media and technologies would develop gradually from good practice where the technology would fit to the expressed needs and desires of the teachers and students of the actual situation. Ivan Illich brings such an example to the fore: in the 7th century the process of christening the people in Northern Europe came to slow down. For some reasons it was difficult to teach newly recruited students in the monastery schools Latin and therefore Christianity. Some clever monks in Ireland came up with the idea of inserting a graphical sign - an open space - to mark the differences between letters that ends a word and starts the next (Illich 1995, p. 87). Inserting an open space, made words distinct and a lot easier to understand. This innovation speeded up the learning process not only for slow learners of the Northern Europe, but for the whole community of readers worldwide. Inserting a space greatly improved the technology of writing, reading and teaching. A genuinely simple innovation radically changed how writing was undertaken, and the innovation came from teaching. It might not be common to think of writing as technology. In Carl Mitcham’s seminal work “Thinking through technology” he points out how technology has developed historically, and covers a number of shapes and forms. In the modern everyday conception of technology, most people – as well as academics – think of technology as visible artefacts, gadgets, gizmos or whatever material expressions it may take. But a wider interpretation is that technology is an expression of “how things work”. According to Mitcham (1994), technology can be identified on many levels: as knowledge, as artefacts, as activity, and as volition. In this sense didactics and didactical interventions are both knowledge and activity. But there are also manifest artefacts representing didactics, that act as the type of “organ projections” that technology has been conceived to be: textbooks, classrooms, computers, projectors etc.. The problem with educational technology is that so much of it does not come as a response to expressed desires and needs. This is a general concern with technology. Technologies are invented for some specific purpose – or simply because it was possible to develop. By accident or serendipity it is all of a sudden applied to some other function. Dissemination of technology is difficult to predict, its patterns, means and ends is difficult to foresee. Our first contributor, Bjørn Hofmann, deals with this phenomenon, and he describes this as an uncontrollable technology. He explains how rather technology controls us. From being a means, technology now has become the end in itself. Hofmann offers us also a profound critique of this position. He claims there is a fundamental link between values and technology. We, educators as well as citizens in general, have a certain responsibility to screen and test technology according to its effects. We have to evaluate the ethics of the technology that surrounds us, and never accept this superfluous fact implied in “technological determination”. He asks us to trace the values inherent in the technology in question and seek beyond the imperatives of technology, for the ethics of technology. The second article addresses a specific context of teaching about human communication. Halvor Nordby seeks to explore the nature of face-to-face and interactive communication and the respective challenges that students of a national further education program for medical paramedics experience. Nordby builds his paper on an analysis of the communicative situations paramedics often find themselves in. He addresses two main questions: What are the basic problems of understanding paramedics confront when they meet patients and other health personnel in face-to-face situations? And how are these problems similar to, but also different from, the challenges they confront when they communicate interactively via radio or telephone with other health personnel? Nordby uses philosophy of mind and language to understand these situations and provides us with an analytical framework for not only understanding the similarities and differences, but also to avoid misunderstandings. Nordby’s paper is an excellent example on how one can develop fine research from investigating one’s own teaching. Another insight from Carl Mitcham is how technology seems to follow steps of naturalistic innovation. What started as an idea and turned into standard procedures in a community of practitioners became more or less fundamental “rules of thumb”, written down in manuals, and distributed in the community. In the next stage one seeks for more consistent systems of predictions, such as ‘if A, then B’ appear, a semi-scientific stage which strives for Scientific precision. In its final stage, agents of the community seek to legitimize and systematize what once was a practical rule by transforming it to science. Now, scientific theories are of two kinds, Mitcham argues: the highest status is gained by being defined as a substantial theory, to which most nature sciences belong. The second group, operational theories, offer less absolute certainty, more insecurity, less predictability. Think of “thermodynamics” and “management” as examples of the two kinds. Education is often trapped between these types of scientific theory. On one hand most teachers act on the grounds of “rules of thumb”, believing there is a good reason to claim that “If I do A, B will follow”. These are dimensions of the personal knowledge teachers carry without giving it much thought. University teachers are no exception in this respect. Even if they seek to build their research on scientific theories, their lives are just as based on personal knowledge as any layperson. When it comes to teaching, university teachers are equally attached do unreflected traditions, habits and unjustified patterns of action. The last paper deals with how scientific interventions into education seeks to challenge established “ways of doing things”, by changing methods of assessment. The paper suggests that giving students proper feedback on their written essays pays off significantly: more students pass the exam, and with better results. Raaheim has screened the available literature on what seems to have a positive effect on student learning when writing papers, and shows how using a different method improves the studying conditions for students. He offers a technological innovation that illuminates the recursive process between the developmental levels of technologies. The obligation of educators is to improve the chances for learners to fulfil their aims. Even if education never can become a scientific theory on par with “substantial” theories, the obligation is still there to increase the chance for making A be followed by B. Literature: Illich, I. (1995): In the Vineyard of the text. A Commentary to Hugh's Didascalicon. The University of Chicago Press, Chicago. Mitcham, C. (1994): Thinking through technology : the path between engineering and philosophy . University of Chicago Press, Chicago.
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Viviana Angélica, Costa,. "Recorrido de estudio e investigación codisciplinar en la universidad para la enseñanza del cálculo vectorial en carreras de Ingeniería." RIDAA Tesis Unicen, October 17, 2022. http://dx.doi.org/10.52278/3275.
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En esta tesis doctoral se presenta una investigación que aborda el problema didáctico del estudio del Cálculo Vectorial en la Universidad en carreras de ingeniería. Una adecuada conceptualización de los aspectos centrales de esta rama de la matemática es esencial para alumnos de esas carreras, pues les proporciona herramientas básicas e indispensables para la modelización de diversos fenómenos físicos. La investigación se lleva a cabo utilizando los constructos de la Teoría Antropológica de lo Didáctico (TAD). La misma consistió en diseñar, elaborar, implementar y evaluar una enseñanza por Recorridos de Estudio e Investigación codisciplinar (REI) que permita reconstruir y dar una razón de será las organizaciones matemáticas relativas al Cálculo Vectorial en un curso habitual de matemática con alumnos de primer año en una Facultad de Ingeniería en el año 2012. Cabe destacar que este tipo de implementación es en gran medida inédito en la Argentina a nivel universitario. Los resultados de esta investigación se organizan de la siguiente manera: En el Capítulo 1, se presenta el problema de investigación, los objetivos y las preguntas que lo orientan y lo guían. En el Capítulo 2, se expone el marco teórico adoptado, la Teoría Antropológico de lo Didáctico (TAD). De ella, se desarrolla fundamentalmente el dispositivo didáctico llamado Recorridos de Estudio e Investigación (REI) propuesto por Yves Chevallard en el marco de la pedagogía de la investigación y descubrimiento del mundo (PICM) y los constructos teóricos asociados a una pedagogía de REI: la mesogénesis, la topogénesis y la cronogénesis, y las dialécticas. En el Capítulo 3, se presenta la metodología para llevar a cabo la investigación. Se describe la organización didáctica (OD) en la que se desarrolla el REI, en relación a las características del curso, la conformación del grupo de alumnos y del equipo docente. En el Capítulo 4, se expone un análisis a priori, de acuerdo a los niveles de codeterminación didáctica establecidos por Chevallard en el marco de la TAD y las condiciones que inciden en la institución donde se propone introducir el REI. Estas últimas determinan el tipo de organizaciones matemáticas y organizaciones físicas(OM y OF) que podrán ser estudiadas en esa institución y la organización didáctica (OD) que lo facilitará. En el Capítulo 5, se expone un análisis de la cuestión generatriz, seleccionada por el profesor, y que da inicio al REI codisciplinar. Además se describe un modelo praxeológico de referencia para el estudio del Cálculo Vectorial, que permite analizar tanto los posibles REI a desarrollar como el efectivamente desarrollado. En el Capítulo 6, se presenta la descripción del REI implementado, en base a todos los registros obtenidos por el profesor y expuestos en Anexo. Clase por clase, se exponen las cuestiones derivadas que surgieron de la cuestión generatriz y las OM y las OF que fueron reconstruidas durante el REI. En el Capítulo 7, se expone un análisis del REI implementado. Este se estructura en torno a los siguientes ejes, centrales en la TAD: análisis de las praxeologías matemáticas y praxeologías físicas reconstruidas en el REI, análisis de las funciones didácticas: topogénesis, mesogénesis y cronogénesis, y el análisis de las dialécticas. En el Capítulo 8, se presentan las conclusiones de la investigación y las perspectivas de la misma. Luego se listan las Referencias Bibliográficas y los Anexos. El Anexo 1que consta de algunos de los protocolos de los grupos de alumnos, ordenados clase por clase, y el Anexo 2 que consta de los Informes Finales realizados por los Grupos de Alumnos al finalizar el REI, se presentan en el cuerpo de esta tesis. El Anexo 3 que consta de las Presentaciones Finales de los Grupos, el Anexo 4 que consta del intercambio de mensajes enviados mediante una plataforma educativa, entre el profesor y los alumnos y finalmente, un video en el que se han compilado grabaciones de distintos momentos durante el desarrollo del REI, están publicados en el sitio https://www.dropbox.com/sh/rgbedf0gxstudmb/yXuK3FKyuZ/Anexos, por motivos de espacio. This PhD thesis presents a research that addresses the didactical problem of vector calculus study at University level, in engineering careers. An adequate conceptualization of the central aspects of this area of mathematics is essential for engineering students,as it provides basic and essential tools for modeling diverse physical phenomena.The research was carried out by using the constructs of the Anthropological Theory of Didactics (ATD). It consisted in the design, development, implementation and evaluation of a teaching proposal by means of co-disciplinary Research and Study Paths (RSP), in order to give a reason for existence to the mathematical organizations related to vector calculus, in a regular math course with students of first year in a School of Engineering in 2012. It is important to note that this type of investigation is largely unprecedented in Argentina at the University level. The results of this research are organized as follows: Chapter 1 presents the research problem, its goals and questions that guide the investigation. Chapter 2 outlines the theoretical framework adopted, the Anthropological Theory of Didactics (ATD). The focus here is mainly on the didactic device called Research and Study Paths (RSP), proposed by Yves Chevallard in the framework of Pedagogy Research and Questioning the World, and the theoretical constructs of RSP pedagogy: the mesogenesis, the topogenesis and the chronogenesis, together with the dialectics. Chapter 3 presents the methodology carried out during the investigation. It is described the didactic organization (DO) in which RSP is developed, regarding the characteristics of the course, group structure of students and teaching staff. Chapter 4exposes a priori analysis, according to the Didactic Codetermination Levels set by Chevallard in ATD framework, and the conditions that may influence in the institution where RSP is proposed. The latter determine the type of mathematical and physical organizations (MO and FO) that can be studied in this institution and the Didactic Organization (DO) which will provide it. Chapter 5, introduces the Generating Question, which is selected by the professor and initiates the co-disciplinary RSP. Furthermore a Praxeological Reference Model for vector calculus study is described, allowing to analyze both, potential RSP to develop as well as the effectively developed.Chapter 6 presents the description of implemented RSP, on the basis of the records obtained by the professor (presented in Appendices). Questions and issues arising class by class, from the generating question are exposed, along with the MO and FO rebuilt during the RSP. Chapter 7exposes an analysis of the implemented RSP. It is structured around the following topics, which are central to the ATD: analysis of mathematical and physical praxeologies rebuilt during the RSP, analysis of didactic functions: topogenesis, mesogenesis and chronogenesis, and analysis of the dialectics.Chapter 8 presents the conclusions of the investigation and perspectives for future research. References Complementary material Appendix 1comprises some of the protocols of student groups, sorted class by class. Appendix 2 and 3 contain the final reports and presentations made by students group at the end of the RSP, respectively. Appendix 4 comprises the exchange of messages between teacher and students sent by an online educational platform. Finally, a video compiling recordings at different times during the development of the RSP, is posted on the website https://www.dropbox.com/sh/rgbedf0gxstudmb/yXuK3FKyuZ/Anexos, for reasons of space.
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Revilla AC, Bestard. "Games and Didactic Exercises to Promote Graphomotor Development in Preschool Children in Children with Intellectual Disabilities." Annals of Physiotherapy & Occupational Therapy 3, no. 4 (2020). http://dx.doi.org/10.23880/aphot-16000180.
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