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1
Fuadiah, Nyiayu Fahriza. "Theory Of Didactical Situation (TDS), Kajian Karakteristik dan Penerapannya dalam Pembelajaran Matematika." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 4, no. 2 (December 25, 2021): 160–69. http://dx.doi.org/10.31539/judika.v4i2.3054.
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This study aims to describe the characteristics of the Theory of Didactical Situation (TDS), especially in mathematics as an alternative information for educators to design learning according to the characteristics and needs of students and the learning objectives to be achieved. This study uses a literature review to explain the characteristics of TSD obtained from scientific papers and articles, relevant books, research reports, and other scientific sources. Based on the literature review, there are three characteristics of TDS, namely TDS' special attention to mathematics and its epistemology, epistemological characteristics, and students' cognitive dimensions. These three things are interrelated and support each other. This article also discusses the concept of adaptation through understanding adidactical situations and milieu and acculturation through understanding didactic situations and didactic contracts. In conclusion, through didactic situations that are built during learning and facilitated by the teacher, it is expected to be able to develop the potential of students, namely students can build their own knowledge to be achieved.
Keywords: Theory of Didactical Situation, epistemological barriers, milieu, didactic contract, didactic situation
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ALVES, Francisco Regis Vieira, Aline Maria da SILVA CAMILO, Francisca Cláudia Fernandes FONTENELE, and Paula Maria Machado Cruz CATARINO. "Didactical Engineering in the Conception of a Teaching Situation Originated from Brazil´s SPAECE Assessment with the Support of the GEOGEBRA Software." Acta Didactica Napocensia 14, no. 2 (December 30, 2021): 84–98. http://dx.doi.org/10.24193/adn.14.2.7.
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"Abstract: This work presents a discussion about the Didactic Training Engineering (EDF) methodology, of French origin, emphasizing the role of the teacher, during his initial or continuous training, through the conception and structuring of a didactic situation, organized by such methodology and based on the Theory of Didactic Situations (TSD). Therefore, the objective of this work is to present a didactic situation, based on the research methodology of (EDF) and focused on the analysis of the teacher's role, through the application of the dialectical phases (action, formulation, validation and institutionalization) provided by the TSD. The mathematical problem chosen to compose such a situation, through preliminary and a priori analyzes by EDF, will be focused on Flat Geometry directed to the Permanent Evaluation System of Basic Education in Ceará (SPAECE). SPAECE (Brazil) is a large-scale assessment, held annually in the state of Ceará, Brazil, involving all elementary and high school students in public schools. In addition, the use of the GeoGebra software as a technological resource for carrying out a didactic transposition of the content covered in the proposed didactic situation stands out. For a better conduct of this teaching and learning process, it is suggested the adoption of a didactic contract between the characters involved and the consideration of possible epistemological obstacles and obstacles that may arise during this process."
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Cajo, Diego Patricio Hidalgo, Víctor Manuel Oquendo Coronado, Byron Geovanny Hidalgo Cajo, Iván Mesías Hidalgo Cajo, Byron Fernando Castillo Parra, and Mercedes Gabriela Montenegro Chanalata. "Incidencia del Software Educativo en el proceso de enseñanza-aprendizaje de la Matemática." European Scientific Journal, ESJ 14, no. 30 (October 31, 2018): 72. http://dx.doi.org/10.19044/esj.2018.v14n30p72.
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The teaching-learning process of Mathematics is complex due to its level of abstraction, making it a challenge for the strategies and didactic resources used by teachers, since the goal is to achieve an adequate academic level in the students, for this it results evident the use of technology since nowadays they play a leading role in society, for that reason the research had as intent the improvement of the learning of the rational numbers of the students of the Educational Unit "Benito Juárez", through the technological resource didactic based on the application of a Mathematical Software. The design of the research is quasi-experimental, correlational-explanatory, the "t" test for independent samples was used to contrast the hypothesis. For data collection, the survey and a test were used that were validated to ensure reliability, the data were analyzed using descriptive statistics. The important results were: (a) better academic performance of the sayers of the experimental group as opposed to the group that did not use it, (b) acceptance and motivation by the didactic resource (c) put into practice their cognitive and motor skills. Therefore, the research provided evidence to use the Mathematical Software as a suitable didactic technological resource for a meaningful learning of Mathematics.
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Santiago, Paulo Vitor da Silva, José Rogério Santana, and Maria José Costa Dos Santos. "Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students." Journal of Instructional Mathematics 4, no. 2 (November 29, 2023): 67–76. http://dx.doi.org/10.37640/jim.v4i2.1778.
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This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
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Rybska, Eliza, Renata Dudziak, and Pascal Pollmeier. "Evidence-based practices in teaching." Problemy Wczesnej Edukacji 56, no. 1 (June 30, 2023): 89–108. http://dx.doi.org/10.26881/pwe.2023.56.06.
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This article presents the results of the implementation of the Erasmus Plus project (KA203 financed by the European Union, contract number 2019-1-NL01-KA203-060339) Research in Teacher Education (RiTE). The aim of the project was to promote and facilitate pre-service teachers to create and undertake evidence-based practices in teaching science, technology, engineering, and mathematics (STEM). In the RiTE project, pre-service teachers were encouraged to use evidence from educational and scientific research and to experiment and introduce didactic innovations in teaching and learning processes. Although it has its justification in the tradition of thinking about science, evidence-based practice is not yet consciously applied in school practice. In the article, we present both the theoretical framework for such practices, and the results of qualitative research – an analysis of interviews conducted with students, future teachers, and novice teachers involved in the project. The presented results show changes in the context of an understanding of evidence and what evidence-based practices are in the teaching process and the vision of such teaching presented by the respondents.
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Waldis, Monika. "«Gender as a useful category?» – Zum Stand der geschichtsdidaktischen Reflexion und empirischen Forschung." Didactica Historica 8, no. 1 (2022): 23–31. http://dx.doi.org/10.33055/didacticahistorica.2022.008.01.23.
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The article inquiries into the state of history didactic theory building and reflection on the category «gender». While newer feminist discourse and queer theory play a role in academic reference disciplines, current curricula and history textbooks still tend to be oriented towards the approach of women’s and gender history. Reflections on history didactics call for a normatively open discussion of gender-related identities. In contrast, empirical findings point to the need to promote critical, reflective gender awareness.
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Glauser-Abou Ismail, Nathalie, Angelika Pahl, and Reinhard Tschiesner. "Play-Based Physics Learning in Kindergarten." Education Sciences 12, no. 5 (April 23, 2022): 300. http://dx.doi.org/10.3390/educsci12050300.
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This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating suitable play environments, providing feedback in play, and facilitating sustained shared thinking after play. The article is based on the didactic development project “je-desto”, which aims to promote play-based science learning in kindergarten by familiarizing kindergarten teachers with this promising didactic approach. Accordingly, this article provides kindergarten teachers and experts in subject didactics an answer to what play-based physics learning can look in practice.
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Biedenbach, Jana, and Verena Spatz. "Using the Design-Based Research Approach to Develop and Evaluate a New Study Module about Knowledge Acquisition in Science." Journal of Physics: Conference Series 2727, no. 1 (March 1, 2024): 012007. http://dx.doi.org/10.1088/1742-6596/2727/1/012007.
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Abstract The research approach design-based research has become more popular in recent years, also in the field of science didactics. Representatives of this field usually explicitly distinguish themselves from evaluation. In contrast, we have formed a synthesis of both research approaches for our development and evaluation project. By conducting the development and evaluation according to a design-based research process, we are able to take advantage of the added value of the design-based research approach. This article describes the philosophy of our research with the image of the didactic engineer and gives an insight into the implementation through the concrete description of our project, the development and evaluation of a new study module on knowledge acquisition in science for pre-service teachers. Finally, we discuss the added value of the elements of design-based Research compared to a pure evaluation and where the limits lie regarding the claims of design-based research.
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Attoe, C., A. Vishwas, and S. Cross. "Comparing the educational impact of simulation training to role play and didactic teaching for integrating mental and physical healthcare." European Psychiatry 41, S1 (April 2017): S602—S603. http://dx.doi.org/10.1016/j.eurpsy.2017.01.941.
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IntroductionAddressing the interaction between mental and physical health to provide more integrated healthcare has been highlighted as an international priority for health and education systems. Educational interventions focusing on multi-disciplinary, interprofessional approaches to integrated mental and physical healthcare are an essential part of transforming health systems. Simulation training is one tool by which such training can be delivered, in contrast to traditional teaching methods. However, simulation training can be high-cost and clarity over the impact is required.AimTo compare simulation training for integrating mental and physical health to role-play and didactic teaching, on their effect on confidence, knowledge, and attitudes of participants.MethodsParticipants in simulation training (n = 24) and role play plus didactic teaching (n = 87) both completed self-report measures of confidence and knowledge in working with mental and physical health needs, as well as the Readiness for interprofessional learning scale (RIPLS) collecting attitudes towards interprofessional collaboration. All participants also completed post-course qualitative feedback form with open questions.ResultsT-tests found statistically significant increases in confidence and knowledge following both educational interventions. T-tests showed statistically significant increases in attitudes to interprofessional collaboration (RIPLS) following simulation training, while there were no statistically significant changes after role-play and didactic teaching. Thematic analyses of post-course open questions demonstrated differing learning outcomes.ConclusionsSimulation training appears to have a different and beneficial impact to role play and didactic teaching alone, when training participants on integrating mental and physical health.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Waitt, Peter, Shillah Nakato, Rodgers Ayebare, Umaru Ssekabira, Judith Nanyondo, Catriona Waitt, Stephen Okoboi, and Mohammed Lamorde. "Onsite Mentorship Model for Isolation and Management of Viral Hemorrhagic Fever Syndromes at a Ugandan Hospital." Infection Control & Hospital Epidemiology 41, S1 (October 2020): s491—s492. http://dx.doi.org/10.1017/ice.2020.1167.
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Background:Uganda is prone to viral hemorrhagic fever (VHF) outbreaks. Infection prevention and control capacity is critical to supporting patient care, to preventing nosocomial transmission to health workers, and to limiting spread within the community. Offsite didactic training may increase healthcare worker knowledge, but this approach may be inadequate for assuring confident execution of practical clinical tasks in patient care settings. We aimed to develop a competency-based, onsite mentorship model for sentinel case isolation and management of viral hemorrhagic fever syndromes in Uganda. Methods: The Naguru Regional Referral Hospital (China Uganda Friendship Hospital) Kampala was selected as a site for training after its designation by the Uganda Ministry of Health (MoH) as facility for isolation of healthcare workers with suspected or confirmed VHF. The need for mentorships was determined from information from training providers, MoH assessments, hospital management, and key hospital staff. A list of skills was developed by reviewing WHO case management guidelines and Uganda-approved VHF trainings. The skills, exercised using scenario-based drills, focused on safety practices, identification and isolation of suspect cases, and delivery of optimized clinical care to suspected cases of VHF, among others. Trained facilitators (n = 2–4) supervised drills attended by staff from Naguru and other Kampala-based health facilities. Drills were scheduled weekly and were ordered to progressively increase in complexity. Specific drills could be repeated at the subsequent mentorship visit if gaps were identified. Results: Over 3 months, 12 drills were completed (Table 1). Cadres trained included 10 medical doctors, 12 nurses, 3 clinical officers, 5 laboratory technicians, 6 hygienists, 2 security officers, and 3 administrative officers. On average, 8 hospital staff attended weekly drills. During 3 months of the intervention, 1 suspected case of VHF and 3 cases with laboratory confirmed cholera were managed by the hospital team, and staff demonstrated the capacity for safe handling of patients with infectious bodily fluids. Barriers encountered included practice fatigue from repeated drills, challenges with team cohesion since members were from different institutions, limited personal protective equipment for repeated trainings, and competing routine hospital activities that reduced numbers of staff available for training. Repeated drills included clinical management, cadaver management, and infectious spills. Conclusions: This onsite mentorship project supported healthcare workers to gain confidence in the management of suspected VHF infection and other highly infectious diseases. Continued mentorship, hospital administration support and increase in exercise complexity are needed to consolidate on these gains.Funding: NoneDisclosures: Mohammed Lamorde reports contract research for Janssen Pharmaceutica, ViiV, and Mylan.
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Bahno, Yuliia. "Professional Training of Future Masters of Education in the Conditions of Dual Teaching." Professional Education: Methodology, Theory and Technologies, no. 9 (February 28, 2019): 42–55. http://dx.doi.org/10.31470/2415-3729-2019-9-42-55.
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The current stage of development of higher education in Ukraine is characterized by a special intensity and scale of transformations, which envisage the formation of a holistic educational space based on the unification of national educational services markets, conditioned by globalization and integration processes.
The training of scientific-pedagogical and pedagogical workers of higher educational institutions is considered in this context as an important prerequisite that ensures the modernization of education. In these conditions, the renewal of the content of the Master of Education training is of particular importance, it will equip a future teacher with the skills to integrate special psychological-pedagogical, methodological and didactic knowledge in the conditions of professional activity. A guideline on this issue is that European standards and recommendations for graduate students are formulated in the Dublin Descriptors and the European Qualification Framework. These European benchmarks, as well as the expansion of academic freedoms, changing educational paradigms require a fundamentally new content, methods and forms of the Master of Education training, the purpose of which is to shape the personality of a student as a teacher and professional of an institution of higher education who is able to independently and
creatively think and act.
The staff of the department of pedagogics of Pereiaslav- Khmelnytskyi Hryhorii Skovoroda State Pedagogical University developed the concept of educational activities in the specialty 011 Educational, pedagogical sciences, fields of knowledge 01 Education / Pedagogy.
The concept provides for the formation of masters of education integrated competence, general and professional competencies. The development of these competencies will be facilitated by the introduction of a dual form of higher education. The dual form of getting higher education is a way of getting an education; it provides for a combination of training of applicants of higher education in institutions of higher education with training in workplaces in institutions, organizations and enterprises for obtaining certain qualifications, usually on the basis of a contract, with the performance of official duties.
The high level of the Master of Education professional training in the conditions of the dual form of education is possible due to the mastering of the basics of the professional teaching activity of the teacher of the institution of higher education in real conditions; application of modern educational technologies of practical activity; the methodological readiness of a master of education to implement the educational process in institutions of higher education.
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Acuña-Umaña, K., C. Gómez-Quirós, and O. A. Herrera-Sancho. "From atoms to stars: an interactive theatre play based on ‘The Little Prince’ novella to describe spatial thinking." Physics Education 57, no. 4 (June 7, 2022): 045037. http://dx.doi.org/10.1088/1361-6552/ac6eb5.
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Abstract The implementation of theatre as a didactic tool for teaching science provides a new perspective on the importance of interdisciplinary approaches in the construction of meaningful learning experiences. Gamification and collaborative work are functional strategies to teach scientific concepts in a creative way. However, there are still conceptual issues about spatial thinking that are difficult for students to understand owing to the lack of visualization of objects and their development through a characteristic chronicle. Here we show an innovative way to unifying science, technology, engineering, arts and mathematics (STEAM) careers through the development of an interactive theatrical play inspired by The Little Prince novella, to promote a culture of integration of science, theatre and literature. One of the more significant findings to emerge from this study is that the didactic strategies used are key ingredients in order to design an unique theatre play based on a link between history of atomic models and literature towards full understanding of spatial macroscales and microscales thinking. Due to the successful in the qualitative assessment results, we are devising to continue exploring the use of these didactic strategies to achieve an integrated and greater impact on students’ learning processes.
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Цзыщи, Ч. "Didactic basics of learning to play the piano." Management of Education, no. 8(66) (June 30, 2023): 231–40. http://dx.doi.org/10.25726/p6650-6296-6981-t.
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В этой статье поднимается проблема дидактических основ обучения игре на фортепиано. Автор предпринимает попытку систематизировать и понять дидактическую практику, которая одновременно оригинальна по своему подходу и специфична по содержанию. Объектом научного изучения в рамках данной статьи является обучение игре на фортепиано с антропологической точки зрения, основанной на теории совместных действий в дидактике. Научная новизна настоящей статьи состоит в том, что материалы исследования представлены уникальной методикой обучения игре на фортепиано. Данная публикация призвана стимулировать размышления по двум вопросам. Автор подчеркивает, что прежде всего, необходимо подвергнуть теорию испытанию практикой, звуковые (музыкальные), технические (инструментальные) и коллективные (оркестровые и ансамблевые) аспекты которой могут в некотором роде проверить ее актуальность и масштаб, доказав релевантность представленных данных. Затем идет речь об учете этой практики в ее специфике и в ее культурной «толще» при описании поведения учителей и учеников в рамках их совместных действий в ситуации, способствующей определению их последовательность и причин существования. После первой теоретической и методологической части исследование сосредотачивается на обсуждении результатов эмпирического опыта. Результаты исследования могут быть использованы в практической деятельности педагогов, работающих в музыкальных школах по классу фортепиано, при обучении игре на инструменте как в рамках индивидуальных занятий, так и в работе с ансамблями и оркестрами как в российских, так и в китайских музыкальных школах. This article raises the problem of the didactic foundations of learning to play the piano. The author attempts to systematize and understand didactic practice, which is both original in its approach and specific in content. The object of scientific study in the framework of this article is teaching piano playing from an anthropological point of view, based on the theory of joint actions in didactics. The scientific novelty of this article is that the research materials are presented by a unique method of teaching piano playing. This publication is intended to stimulate reflection on two issues. The author emphasizes that, first of all, it is necessary to put the theory to the test of practice, the sound (musical), technical (instrumental) and collective (orchestral and ensemble) aspects of which can in some way test its relevance and scale, proving the relevance of the data presented. Then we are talking about taking this practice into account in its specifics and in its cultural "thickness" when describing the behavior of teachers and students as part of their joint actions in a situation that helps to determine their sequence and reasons for existence. After the first theoretical and methodological part, the research focuses on discussing the results of empirical experience. The results of the study can be used in the practical activities of teachers working in music schools in the piano class, when teaching to play an instrument as part of individual classes, and in working with ensembles and orchestras in Russian and Chinese music schools.
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Lucia, Sergio, Markus Kögel, and Rolf Findeisen. "Contract-based Predictive Control of Distributed Systems with Plug and Play Capabilities." IFAC-PapersOnLine 48, no. 23 (2015): 205–11. http://dx.doi.org/10.1016/j.ifacol.2015.11.284.
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Dai, Ya Ting, Lu Jing Yang, Ying Lv, and Rui Li. "Research on Acquaintance Coalition Based Integrated Fire Control." Applied Mechanics and Materials 235 (November 2012): 141–46. http://dx.doi.org/10.4028/www.scientific.net/amm.235.141.
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This paper analyzes the characteristics of Integrated Fire Control, one of the combat models of the Network-Centric war, and presents the hierarchical control structure of different combat units according to their corresponding functions. The Multi-Agent System structure is also presented, and different Agent models are established according to roles they play in the system. This paper adopts the acquaintance coalition theory and the Contract Net Protocol to realize the negotiation among different hierarchical Agents. The acquaintance coalition has the advantage of reducing the range of bids and costs of communications. The Contract Net Protocol is employed in the three-layer Multi-Agent System, and is an effective negotiation to allocate the missile intercept tasks in real-time and dynamic environment.
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Asif, Rameez, Syed Raheel Hassan, and Gerard Parr. "Integrating a Blockchain-Based Governance Framework for Responsible AI." Future Internet 15, no. 3 (February 28, 2023): 97. http://dx.doi.org/10.3390/fi15030097.
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This research paper reviews the potential of smart contracts for responsible AI with a focus on frameworks, hardware, energy efficiency, and cyberattacks. Smart contracts are digital agreements that are executed by a blockchain, and they have the potential to revolutionize the way we conduct business by increasing transparency and trust. When it comes to responsible AI systems, smart contracts can play a crucial role in ensuring that the terms and conditions of the contract are fair and transparent as well as that any automated decision-making is explainable and auditable. Furthermore, the energy consumption of blockchain networks has been a matter of concern; this article explores the energy efficiency element of smart contracts. Energy efficiency in smart contracts may be enhanced by the use of techniques such as off-chain processing and sharding. The study emphasises the need for careful auditing and testing of smart contract code in order to protect against cyberattacks along with the use of secure libraries and frameworks to lessen the likelihood of smart contract vulnerabilities.
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Castro, Walter F., and Jorge A. Toro. "Mathematics teacher argumentation in a didactic perspective." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 9 (September 1, 2023): em2322. http://dx.doi.org/10.29333/ejmste/13498.
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The teacher’s argumentation is considered essential to promote the student’s mathematical education; the teacher’s argumentation is linked to the teacher’s didactic-mathematical knowledge and the achievement of instructional objectives. In this sense, a pragmatic proposal is required that links the teacher’s didactic-mathematical knowledge with argumentation. Toulmin’s (2007) model makes it possible to study the structure of teacher or student argumentation; in contrast, pragma-dialectic considers that in the face of a difference of opinion, the parties involved try to persuade their counterpart while observing argumentative discourse standards. In the context of an argumentative class, both argumentation models do not consider the particularities of the argumentation of a didactic nature that the teacher uses. This document presents a proposal for argumentation suited to mathematics education, based on a mapping of literature and a model of the teacher’s knowledge, contrasted in an actual class. The analysis and discussion of data let us conclude that a teacher’s argumentation is characterized by epistemic, cognitive, interactional, emotional, and communicative features that reaffirm not only the complexity of educational practices but also the teacher’s argumentation for educational purposes and the adequacy of the proposed definition.
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Allee-Herndon, Karyn A., and Sherron Killingsworth Roberts. "The Power of Purposeful Play in Primary Grades: Adjusting Pedagogy for Children’s Needs and Academic Gains." Journal of Education 201, no. 1 (February 3, 2020): 54–63. http://dx.doi.org/10.1177/0022057420903272.
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The amount of intentional, instructional, purposeful play has decreased in primary grades, and didactic, test-driven instruction has increased. Emerging neuroscientific evidence is beginning to highlight the significant effects the toxic stress from poverty has on developing brains. Almost half of American children can be considered to come from low-income to high-poverty households. Purposeful play may be the best solution to help ensure an equal and equitable educational playing field. This reflection establishes a research-based rationale for a more play-based pedagogy in primary grades and posits how striking balance between purposeful play and rigorous educational expectations is key to better developmental outcomes.
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Banaś-Korniak, Teresa. "O komizmie w dwu staropolskich dramatach sceny popularnej: „Tragedia żebracza nowouczyniona” (1552) oraz „Mięsopust abo Tragicocomaedia” (1622)." Literatura i Kultura Popularna 26 (September 17, 2021): 307–29. http://dx.doi.org/10.19195/0867-7441.26.22.
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The aim of the article is to compare two old-Polish dramas of the so-called “popular scene”, and thus point to the directions of evolution of carnival representations in the former Polish Nobles’ Republic. The first work comes from the mid-sixteenth century and is characterised by a simple story. The second , written in the first half of the seventeenth century, has a vast plot and much more extensive stage directions. By contrasting both the story and the type of heroes and the way of constructing a verbal joke by anonymous authors, the author comes to the conclusion that although both performances meet the convention of old-Polish “tragicomedy”, one can see not only similarities, but also significant differences. In Tragedia żebracza of 1552, the story is based on one plot only (the conflict between beggars and a merchant), while in the text written in the seventeenth century there are many more plots. In both texts, cheerful scenes are intertwined with sad ones (according to the then convention of “tragicomedy”), and the finales of the stories in both works are happy.
The comedy is achieved, both in the sixteenth- and seventeenth- century drama, mainly through contrast and surprise (e.g. contrasting characters with a different mentality, ways of thinking and speaking; the contrast between stereotypical images and authentic images of people, inadequacy of declarations in relation to real people, behaviour of some stage characters incompatible with the viewer’s expectations, an example of which is a lively dance of an allegedly sick and lame beggar, etc.) In both texts we observe a type of humour that fits into the old-Polish concept of so-called “satirical comedy”. This means that some characters are consciously and deliberately degraded by ridiculing and highlighting their negative traits. Thus, comic elements do not serve only a ludic function and are not merely “attached” to the story itself to achieve humorous effects, as Julian Lewański, a researcher of old-Polish drama, wrote many years ago. This is because comedy also serves for didactic purposes.
More recognizable as a “carnival” drama is the seventeenth-century work. It contains, unlike the sixteenth-century work, a lot of allusions to the carnival time and post-New Year’s party (organised after t New Year’s Day). In the extended stage directions of the Baroque text, the author signalled much more stage means to build comic situations than in the sixteenth-century drama, for example, the author’s information on the facial expressions or, close to pantomime, the actors’ clownish movements are significant. This is related to the appearance, the action and the characteristics of the mask-characters. The masquerade is still very poorly outlined in Renaissance tragicomedy (removing rags and putting on beautiful robes by the beggars can be treated as the masquerade). The Baroque text is dominated by stage characters wearing masks. In the seventeenth-century work we can also observe a desire to diversify the action, increasing the number of comedy heroes and verbal jokes. In these jokes there is a play on words, funny associations, paronymity and ambivalence of meanings. In the Baroque drama the number of means and ways of expressing comedy has also increased, e.g. we observe language parodies absent from the sixteenth-century text, unusual concepts and arguments of stage characters based on absurdity. Moreover, the anonymous seventeenth-century author used literary irony in his text (in the “sophist’s” utterance) as a separate means of provoking comedy.
The contrast of those two “carnival” shows originating from two old-Polish literary periods — the Renaissance and the Baroque, is a testimony to the development and transformation of the “tragicomedy” genre.
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Yang, Ai Mei, Gui Zhong Li, Shao Ying Zhen, and Lai Jun Liu. "Electrode Interface Polarization in BaTiO3-Based PTC Ceramics." Key Engineering Materials 697 (July 2016): 248–52. http://dx.doi.org/10.4028/www.scientific.net/kem.697.248.
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Electrodes play a vital role on the electrical properties of positive temperature coefficient (PTC) ceramics. An ohmic contract between ceramics and electrodes is necessary for the PTC effect. In this work, silver mixed aluminium electrode and pure silver electrode were pasted on BaTiO3-based PTC ceramics, which results in an ohmic contact and non-ohmic contact, respectively. Impedance spectroscopy and dielectric and conductivity properties was investigated at different temperature for the two contacts. Small difference of electrical properties was found between the two contacts above the Curie temperature. Below the Curie temperature, however, carriers could pass through the interface of ohmic contract but gather on the interface of non-ohmic contact. The latter resulted in a space charge polarization, which increased low-frequency dielectric permittivity.
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Plaskura, Paweł. "PREDICTING THE EFFECTS OF THE DIDACTIC PROCESS USING FORGETTING CURVES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 261–72. http://dx.doi.org/10.28925/2414-0325.2019s25.
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The paper presents the method of predicting the effects of the didactic process using the forgetting curves. In the didactic process, learning and forgetting processes play an important role. The learning time, the number of repetitions and their distribution over time are important. These issues can be analyzed using a deterministic description. The flow of information and the learning process can be described thanks to the educational environment developed by the author, enabling the creation of a model of the didactic process described by differential equations. The differential equations can be represented in the form of a network of connected elements in a similar way to the electrical circuits and represented in the form of an intuitive schematic. The network can be simulated using a microsystem simulator. The use of the microsystems simulator enables simulation of the didactic process in time and prediction of effects also after its completion in the long-term. It also enables prediction of the repetitions also during the didactic process. The presented approach enables the easy creation of the macro models and enables the use of many advanced simulation algorithms. The examples of simulations of the didactic process based on the real data are included. Short and long-term simulations for individual students and groups of students are presented. An example of the prediction of the optimal repetitions is shown. Based on the results, appropriate conclusions were drawn. The issues discussed in the work may be of interest to those involved in the analysis and mathematical description of the didactic process. They can also be interesting for developers of the e-learning systems especially e-learning platforms.
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Murillo, Adolf, María Elena Riaño, and Jesús Tejada. "Aglaya Play: Designing a software solution for group compositions in the music classroom." Journal of Music, Technology and Education 13, no. 2 (December 1, 2021): 239–61. http://dx.doi.org/10.1386/jmte_00025_1.
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This article details the design for Aglaya Play, a proposed software system that aims to meet three basic needs in the music classroom: the incorporation of creative processes, the adoption of collaborative-cooperative strategies and the reduction of reading‐writing- and theory-based learning in the early stages of music education. The text contextualizes the needs that the software intends to meet and describes its phases of construction from a design-based research perspective. Finally, a full description of the system is offered based on its functions, and suggestions for its didactic implementation are provided.
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Abysova, Mariia A., Mariia H. Kravchuk, and Oksana M. Hurniak. "DIGITALIZATION IN UNIVERSITY EDUCATION: DIDACTIC ASPECTS." Information Technologies and Learning Tools 93, no. 1 (February 28, 2023): 68–79. http://dx.doi.org/10.33407/itlt.v93i1.5097.
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Intensively developing digital technologies are transforming the basic processes studied by the didactics of higher education: ways of the teacher-student interrelated activity; the student and the knowledge, skills, and competencies intended to be learnt and gained; the teacher and the methodology of educational material. The learning goals set by the information society shift the focus from mastering the system of knowledge and developing professional skills to developing competencies, the formation of students’ readiness to design their own unique educational trajectories based on a competency-based approach. As higher education becomes more digitalized, there is a shift from coordinating teaching and learning activities to projecting, forming, and mastering individual educational plans. To meet the challenges of modern education, educators are expected to be able to comprehend changes impacting all of the components of didactic theory, including goals, content, forms, technologies, and learning tools. Digitalization processes lead to the dominance of infographic forms of presentation of educational material instead of narrative (text) forms associated with the development of voluminous texts. The variety of forms of organization of educational activities in the digital educational environment is increasing significantly, they are becoming a dynamic open system of educational modules. The educators are being faced with new theoretical tasks due to the active modernization of university educational practice, including the need to find ways to implement continuity between traditional and innovative methods of organizing the educational process while taking into account specific cognitive, motivational, and need-based characteristics of the digital generation. The transition from teaching as the educators’ primary activity to the variety of pedagogical roles they play in the digital educational process actualizes teachers’ mastery of the information technologies and the development of their personal professional teaching strategy.
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Schirmer, Clemens M., J. Bradley Elder, Ben Roitberg, and Darlene A. Lobel. "Virtual Reality–Based Simulation Training for Ventriculostomy." Neurosurgery 73, suppl_1 (October 1, 2013): S66—S73. http://dx.doi.org/10.1227/neu.0000000000000074.
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Abstract BACKGROUND: Virtual reality (VR) simulation-based technologies play an important role in neurosurgical resident training. The Congress of Neurological Surgeons (CNS) Simulation Committee developed a simulation-based curriculum incorporating VR simulators to train residents in the management of common neurosurgical disorders. OBJECTIVE: To enhance neurosurgical resident training for ventriculostomy placement using simulation-based training. METHODS: A course-based neurosurgical simulation curriculum was introduced at the Neurosurgical Simulation Symposium at the 2011 and 2012 CNS annual meetings. A trauma module was developed to teach ventriculostomy placement as one of the neurosurgical procedures commonly performed in the management of traumatic brain injury. The course offered both didactic and simulator-based instruction, incorporating written and practical pretests and posttests and questionnaires to assess improvement in skill level and to validate the simulators as teaching tools. RESULTS: Fourteen trainees participated in the didactic component of the trauma module. Written scores improved significantly from pretest (75%) to posttest (87.5%; P < .05). Seven participants completed the ventriculostomy simulation. Significant improvements were observed in anatomy (P < .04), burr hole placement (P < .03), final location of the catheter (P = .05), and procedure completion time (P < .004). Senior residents planned a significantly better trajectory (P < .01); junior participants improved most in terms of identifying the relevant anatomy (P < .03) and the time required to complete the procedure (P < .04). CONCLUSION: VR ventriculostomy placement as part of the CNS simulation trauma module complements standard training techniques for residents in the management of neurosurgical trauma. Improvement in didactic and hands-on knowledge by course participants demonstrates the usefulness of the VR simulator as a training tool.
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Townley, Anthony. "The Use of Discourse Maps to Teach Contract Negotiation Communicative Practices." Business and Professional Communication Quarterly 84, no. 1 (March 2021): 5–30. http://dx.doi.org/10.1177/2329490621994217.
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This article reports on the use of discourse maps in conjunction with genre and discourse analysis to help teach communicative practices for contract negotiation. Using one map as a baseline to understand the intertextual process of negotiating a contract in communication with business clients and counterpart lawyers, other maps can zoom in and examine the discursive features of email genres, cover letters, and different versions of the contract under negotiation. The type of discourse maps developed in this study can be utilized for task-based writing materials and role-play activities that facilitate the authentic experience of negotiating a business deal.
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Rojas, Valeria Sumonte, Lidia Fuentealba Fuentealba, and Ranjeeva Ranjan. "Game-Based Didactic Resources as a Strategy in Foreign Language Pedagogy." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 195–211. http://dx.doi.org/10.26803/ijlter.20.12.12.
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Gamification is a method widely used in recent years in the educational field to facilitate the teaching and learning process using different game elements and mechanics. The objective of this study was to analyze the use of non-digital game-based (NDGB) didactic resources as a strategy to facilitate the learning of Haitian Creole and its culture by native Chilean adult professionals. The study followed a qualitative approach, the design of which was a case study corresponding to the implementation of a Haitian Creole language learning program. Sixty Chilean adult professionals participated, of which thirty-one belonged to the police department and twenty-nine to the local health department. These professionals have to help Haitian migrants who arrive in the country without the capacity to communicate in the target language, Spanish. The instruments used in this case study were participant classroom observation and a semi structured interview, both implemented by the researchers. The results show that NDGB didactic resources facilitate language learning, favor situated work, and motivate learners to learn. In addition, it enables the co-construction of knowledge, based on collaborative work where all learners play a participatory role in the game. Participants showed greater commitment to language learning, those they have to attend to, and the needs of those they have to serve in their professional life.
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Harman, Alanna, and Alison Doherty. "The Psychological Contract of Volunteer Youth Sport Coaches." Journal of Sport Management 28, no. 6 (November 2014): 687–99. http://dx.doi.org/10.1123/jsm.2013-0146.
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This study examined the psychological contract of volunteer youth sport coaches to determine the content, variation, and influences to its development. Interviews were conducted with 22 volunteer coaches of team sports, representing different levels of play (recreational, competitive), coaching tenure (novice, experienced), and gender (female, male), who were sampled to account for the potential variation based on these demographic factors. The findings revealed that volunteer coaches possessed both transactional and relational expectations of themselves and their club. Coaches’ most frequently cited expectations of themselves were technical expertise (transactional), and leadership (relational), while their most frequently cited expectations of the club were fundamental resources and club administration (transactional), and coach support (relational). Variation was found by different levels of play (recreational, competitive) and coaching tenure (novice, experienced). The coaches’ psychological contract was shaped predominately by sources external to the club. Implications for managing the psychological contract of volunteer youth sport coaches and directions for future research are discussed.
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Flynn, Anthony, and Paul Davis. "Investigating the effect of tendering capabilities on SME activity and performance in public contract competitions." International Small Business Journal: Researching Entrepreneurship 35, no. 4 (February 25, 2016): 449–69. http://dx.doi.org/10.1177/0266242616630035.
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Barriers to small and medium-sized enterprise (SME) participation in public procurement have been the focus of research for many years. Much less attention has been paid to the predictors of SME success. This article examines the role that tendering capabilities – relational and procedural – play in explaining SME activity and performance in public contract competitions. Analysis of primary survey data from 3010 SMEs supports a capability-based perspective. Procedural capability has a significant effect on number of tenders submitted and value of contract sought. Relational capability does not. However, procedural and relational capabilities have a significant and positive effect on contract win-ratio and percentage of total revenue derived from public contracts. For SMEs, these findings underline the importance of investing in tendering skills and devising buyer engagement strategies. Enterprise support agencies and public sector organisations can play their part through the provision of targeted training programmes and better communication with SME suppliers, respectively.
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Murdoch, Natalie L., Joan L. Bottorff, and Deborah McCullough. "Simulation Education Approaches to Enhance Collaborative Healthcare: A Best Practices Review." International Journal of Nursing Education Scholarship 10, no. 1 (January 8, 2014): 307–21. http://dx.doi.org/10.1515/ijnes-2013-0027.
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AbstractInterprofessional simulation can provide health profession program educators with an effective means to prepare future practitioners to engage in meaningful collaboration. This systematic review was conducted to identify best practice recommendations to enhance collaborative healthcare using interprofessional simulation education innovations for learners in pre-licensure nursing programs. Using a systematic review methodology, 375 articles were reviewed and 17 studies met the inclusion criteria. Based on the methodological strength of the research and the impact of the simulation innovations, the following simulation techniques were recommended: high-fidelity human patient simulators, role play, and didactic lecture and audience response didactic lecture, both followed by role play with a standardized patient. Instructor modeling was related to achievement of interprofessional competencies when compared to no modeling. Future research is needed to identify optimal timing for implementing interprofessional education innovations, for development of appropriate evaluation tools, and to determine the effects of collaborative practice on patient care.
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Brown, Phillip, Jennifer Stephenson, and Mark Carter. "Multicomponent Training of Teachers of Students With Severe Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37, no. 4 (August 13, 2014): 347–62. http://dx.doi.org/10.1177/0888406414546873.
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Over the last decade, the obligation of general and special educators to utilize evidence-based instructional practices has become more prominent. Research increasingly suggests the failure of didactic teacher training alone to ensure implementation with fidelity of these practices by teachers in their classrooms. Multicomponent training (MCT) strategies utilizing didactic presentations, followed by coaching with role-play and specific performance feedback, offer a useful strategy for training teachers of students with severe disabilities in the evidence-based practices of their field. This pilot study successfully demonstrated the efficiency, feasibility, and acceptability of a school-based MCT strategy in the training of four teachers of students with severe disabilities in the use of simultaneous prompting (SP). The MCT strategy utilized demonstrated the efficacy of a research-based performance feedback process. Implications for the comprehensive and rigorous training of teachers of students with severe disabilities are discussed.
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Duus Henriksen, Thomas. "Moving educational role-play beyond entertainment." Education in the Knowledge Society (EKS) 11, no. 3 (November 18, 2010): 226–62. http://dx.doi.org/10.14201/eks.7462.
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Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.
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Cannarsa, Michel. "Interpretation of Contracts and Smart Contracts: Smart Interpretation or Interpretation of Smart Contracts?" European Review of Private Law 26, Issue 6 (December 1, 2018): 773–85. http://dx.doi.org/10.54648/erpl2018054.
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Abstract: The computer language (computer code) on the basis of which smart contracts are written is different from the natural (Human) language. Computer language is a ‘dry’ language, whereas natural language is ‘wet’. In other words, it means that computer language is deterministic (just one meaning and one result are conceivable), when natural language is open to more and potential different meanings. Natural language requires therefore in itself interpretation, at least more than computer language. Computer language in theory doesn’t require and possibly doesn’t leave room for interpretation. If this assumption is accurate, what are the consequences of it (on the intention of the parties, on contract drafting, on courts’ intervention…)? Building on that assumption, this article explores, from a comparative perspective, the impact of the blockchain-based smart contract technology, especially regarding contract drafting techniques. Contract drafting style in common law (long contracts, based on a ‘if …, then ….’ approach, quite similar to the coding approach) is in part based on the idea of preventing courts’ interpretation and intervention. In civil law countries instead, contracts are generally shorter, for several reasons but partly because drafters tend to rely on more general legal concepts, external to the contract, and know that courts will play an important role, through interpretation, in disclosing the ‘true meaning’ of a contract. Coding contracts and relying on computer-code language can hence have a significant impact on the civil law approach and bring the two legal systems closer as far as contract drafting and contract interpretation are concerned.
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Liu, Shukun, Zhimin Liu, Xiaoyu Zhu, Xianmin Pan, and Baimu Chen. "Incentive Mechanism of Online Leaning Based on Blockchain." ITM Web of Conferences 60 (2024): 00005. http://dx.doi.org/10.1051/itmconf/20246000005.
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Incentive mechanism plays an important role in online education. In order to better play the role of the incentive mechanism, it must rely on contemporary information technology, such as blockchain technology, big data technology and so on. In this paper an incentive mechanism based on blockchain technology is proposed with which can establish a good trust relationship between multiple learning resource nodes and improve data security during the process of online education. A structure of online learning resource chain is proposed in this paper also. And a dynamic optimization framework of learning resource chain by analyzing a series of problems faced in the process of online education is formed. The private chain of learning resource is constructed on the basis of the design of incentive smart contract. The learners and the builders of learning resources can obtain the dynamic rewards by performing a smart method of contract. The experimental results show that the incentive method based on blockchain can well mobilize participants’ enthusiasm for resource construction and dynamic improvement of resource quality, and effectively solve a series of problems in the learning process.
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Ibraim, Stefannie De Sá, and Rosária Justi. "Actions that contribute to science teaching involving argumentation and their relationships with pedagogical content knowledge." Investigações em Ensino de Ciências 27, no. 1 (May 1, 2022): 388. http://dx.doi.org/10.22600/1518-8795.ienci2022v27n1p388.
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In argumentation-based science teaching, teachers play an important role and are the main party responsible for the introduction of argumentation in classrooms. In this study, we discuss how actions that contribute to science teaching involving argumentation are expressed by a teacher on leading different types of didactic sequences, and how such actions relate to teachers’ knowledge with regard to argumentation and teachers’ pedagogical content knowledge (PCK). For this reason, we have constructed an instrumental case study, based on the observation of four didactic sequences led by an experienced teacher, and through interviews with her. From their analysis, we conclude that the goals set by the teacher in the didactic sequences have had an influence upon the actions that contribute to science teaching involving argumentation shown by the teacher, suggesting a strong link between the elements of PCK and those of the Knowledge for Teachers’ Actions through Argumentation. As possible consequences, we draw attention to the need to add value to a hybrid method for teaching argumentation, involving implicit and explicit teaching, as well as the proposal of the set of actions that contribute to science teaching involving argumentation. This can contribute towards the investigations into the role of teachers within argumentation-based science teaching, and to teacher education.
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Cosme, Lírio, Leonardo M. Turchen, and Raul Narciso C. Guedes. "Insect World: Game-Based Learning as a Strategy for Teaching Entomology." American Biology Teacher 82, no. 4 (April 1, 2020): 210–15. http://dx.doi.org/10.1525/abt.2020.82.4.210.
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The use of game activities is spreading in diverse contexts, including stimulating teamwork and creativity, selecting job candidates, and as a teaching aid. Games are recognized as promoting interaction and engagement among children through an abstract challenge, which often results in emotional reactions. We investigated whether a game-based activity is useful as a tool for teaching entomology, as assessed on the basis of the learning achieved and the feedback provided by students. Student feedback was positive regarding card content, the rules manual, game-play design, and game use (the functional perspective). Likewise, the students also considered the game a fun activity, fast and competitive, and even challenging (the personal perspective). Some difficulties were indicated, such as the amount of initial information required to play. Nonetheless, the game increased student learning, demonstrating its usefulness as a didactic activity in the classroom. In addition to encouraging creativity and healthy competition among students, the game represents an integrative and dynamic teaching mode that is different from traditional classroom methods.
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Mukherjee, Arijit. "Optimal Licensing Contract: The Implications of Preference Function." Arthaniti: Journal of Economic Theory and Practice 19, no. 1 (March 22, 2019): 61–67. http://dx.doi.org/10.1177/0976747919831803.
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Our analysis provides a rationale for the existence of a positive fixed-fee and output royalty in the licensing contracts. In this article, we show that the preference functions play an important role in this respect. As the market expansion effect gets weaker, it reduces the possibility of a royalty-only contract, thus increasing the possibility of the co-existence of a positive fixed-fee and output royalty in the licensing contract. Our argument is different from the existing reasons based on imitation, number of firms, product differentiation and decreasing returns to scale. JEL: D21, D43, L13
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Farias, Valcir, Kleber A. C. da Silva, Carmem L. B. S. de Almeida, and Kalil B. S. de Almeida. "Use of Physical Education Classes as a Didactic Laboratory for Teaching Mathematics." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 471–80. http://dx.doi.org/10.31686/ijier.vol8.iss6.2443.
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The research objective of this study was to evaluate the use of Physical Education classes as didactic laboratory for lessons in Mathematics, presenting an alternative way to conduct classes, mainly of quadratic functions, illustrating basic concepts such as graphs plotting and determination coefficients, analyze if such use achieves some of the goals of using a Didactic Laboratory in addition to research ways to interdisciplinary with Physics. Discusses an action in which students work in groups to solve problems proposed based on empirical data obtained through play activities and measures of athletics values practiced by the students allowing may have the opportunity to produce arguments and more meaningful answers, which would improve the overall learning. The athletics and recreational activities are then used as problematic objects both empirically and qualitatively. As a result, it was observed that some of the objectives of a Didactic Laboratory are achieved when using the Physical Education classes and it appears that this feature is much more available in public schools than they are equipped with a science laboratory.
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Kiselova, O. I., and R. V. Kokhtenko. "THE FAMILY-LEGAL AGREEMENTS TA THEIR ROLE IN RESOLVING FAMILY DISPUTES." Legal horizons, no. 17 (2019): 49–53. http://dx.doi.org/10.21272/legalhorizons.2019.i17.p:49.
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The article defines a definition of the family – law contract, its purpose, and analyzes the peculiarities of contractual regulation of family disputes. In the consideration of the premises of the current family- law of Ukraine, the article deals with the peculiarities of the construction of the family-legal contract, namely. Classification of the family –law contracts, which can be concluded between individuals – subjects of family legal relations based on the provisions of the norms of the Family Code of Ukraine. It is determined that the family-legal agreement is a private-law act, which is concluded with the aim of regulating family relations between family members. Such a private legal action is based on the provisions of equality of the parties, their free expression of will, and property independence. It was found out that the subjects who can enter into family-legal contracts are exclusively individuals who are endowed with a characteristic such as family or marital status. The content of the family law contract may be both property and non-property family rights and obligations. It was investigated that family law treaties play an extremely important role in settling family disputes and are an alternative to solving such disputes in court. The value of family law contracts in settling family disputes is that they regulate property and non-property relationships between individuals – subjects of family relationships, according to their will, taking into account their personal views on family relationships. The ways of solving problems that hinder the conclusion of contracts by the participants of family legal relations with the aim of settling family disputes are offered. Keywords: legal structure, family-law contract, construction of the contract, subjects of the contract, the content of the contract, terms of the contract, the form of contract, the purpose of the contract, types of contracts.
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Altenbernd, Todd W. "Relationship between Didactic Attendance and Average Ophthalmic Knowledge Assessment Program Performance." Journal of Academic Ophthalmology 12, no. 02 (July 2020): e267-e272. http://dx.doi.org/10.1055/s-0040-1718567.
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Abstract Background The Accreditation Council for Graduate Medical Education's ophthalmology-specific program requirements indicate that a resident must participate in 360 hours of educational activities over the course of residency. The requirements allow a variety of options by which this educational process may occur. Furthermore, the current generation of learners has used a large array of learning tools in their careers: digital media, online resources, question banks, flipped classrooms, problem-based learning, and asynchronous lectures in addition to the traditional face-to-face didactic lectures. Objectives This article determines if the traditional face-to-face didactic lectures play a significant role in the education of ophthalmology residents, attempts to quantitate this role, and estimates the relative importance of this method. Methods Lecture hours beginning immediately after an Ophthalmic Knowledge Assessment Program (OKAP) examination and up to the subsequent exam was tabulated for 40 residents over 8 years. From 2012 through 2019 each of the residents took the OKAP exam one to three times. The average overall OKAP score for each resident was then regressed against his or her logged hours of didactics that year. This rate of average OKAP score to lecture hours was then evaluated for significant differences on the basis of postgraduate year (PGY). “STATA 13.1 IC,” was used for all statistical analysis. Conclusion Traditional synchronous didactic lectures play a statistically significant role in the education of ophthalmology residents. For each 3.5 hours of lectures per year there is a 1% increase in the average OKAP score, p = 0.0064. However, the amount of variability explained by this single factor is low, R 2 = 0.067, and other factors are presumed to play a large part in learning. PGY subgroup analysis showed significant difference in the OKAP performance to lecture hour relationship, the number of lecture hours attended, and the OKAP performance.
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Faraji, Amir, Maria Rashidi, Pegah Khadir, and Srinath Perera. "A Risk Analysis‐Best Worst Method Based Model for Selection of the Most Appropriate Contract Strategy for Onshore Drilling Projects in the Iranian Petroleum Industry." Buildings 11, no. 3 (March 5, 2021): 97. http://dx.doi.org/10.3390/buildings11030097.
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The pre-project planning phase has a significant impact on the achievement of project objectives because during this stage, major decisions including involving contract strategies are made with a high degree of uncertainty. Studies show that the contract type can play a unique role in the achievement of project success. On the other hand, drilling projects can be considered as one of the most critical types of projects in the petroleum industry. In this research, a novel risk based best-worst method (risk-BWM) is proposed for solving the issue of selecting the best contract strategy. A three level methodology was designed; firstly, the risk breakdown structure (RBS) of drilling projects was created in four levels including one heading in level 0, eight main areas of risk in level 1, 34 sub-areas of risk in level 2, and finally, 217 risk items in level 3. Secondly and on the basis of BWM, the weights of risk factors were determined as the selection criteria and consequently the best and the worst criteria were specified. Finally, using pair-wise comparisons between six types of drilling prevalent in contracts, the most appropriate contract type was proposed. The contribution of this study is the development of a generic RBS for drilling projects and application of the risk factors for the first time for the selection of contract type using the BWM method, which has the potential of being adapted for other types of underground projects.
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Labischová, Denisa. "The Treatment of the Munich Agreement in British and German Textbooks: Content Analysis and Comparison." Czech-polish historical and pedagogical journal 12, no. 1 (2020): 91–107. http://dx.doi.org/10.5817/cphpj-2020-009.
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This paper presents the results of a qualitative content analysis and comparison of British and German history textbooks for secondary schools, focusing on the textbooks’ treatment of the Munich Agreement. The research explored the overall concept applied to the treatment of this subject, the length of the text, the selection of factual data, the use of historical sources (including iconographic sources), types of learning tasks, the use of various didactic elements (cartograms, diagrams, timelines), and topics for problem-based and project-based teaching. The results of the analysis show that the topic of the Munich Agreement is treated much more thoroughly in the British textbooks – in terms of the quantity of information, the use of didactic resources stimulating critical thinking and argumentation skills, problem-based teaching, creative activities and inquiry-based activities; the controversial policy of appeasement lies at the centre of attention. By contrast, the German textbooks mostly restrict themselves to brief factual information, with only a limited number of educational activities.
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Vieira, Rodrigo Drumond, Gregory J. Kelly, and Silvania Sousa do Nascimento. "AN ACTIVITY THEORY-BASED ANALYTIC FRAMEWORK FOR THE STUDY OF DISCOURSE IN SCIENCE CLASSROOMS." Ensaio Pesquisa em Educação em Ciências (Belo Horizonte) 14, no. 2 (August 2012): 13–46. http://dx.doi.org/10.1590/1983-21172012140202.
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In this paper we introduce a new framework and methodology to analyze science classroom discourse and apply it to a university physics education course. Two fields of inquiry were adapted to develop the framework: activity theory and linguistics. From activity theory we applied levels of analysis (activity, actions, and operations) to organize and structure the discourse analysis. From the field of linguistics we used resources from sociolinguistics and textual linguistics to perform analysis at the action and operation levels. Sociolinguistics gave us criteria to introduce contextualization cues into analysis in order to consider ways that participants segmented their classroom conversations. Textual linguistics provided a basis for categories of language organization (e.g, argumentation, explanation, narration, description, injunction, and dialogue). From this analysis, we propose an examination of a teacher's discourse moves, which we labeled Discursive Didactic Procedures (DDPs). Thus, the framework provides a means to situate these DDPs in different types of language organization, examine the roles such DDPs play in events, and consider the relevant didactic goals accomplished. We applied this framework to analyze the emergence and development of an argumentative situation and investigate its specific DDPs and their roles. Finally, we explore possible contributions of the framework to science education research and consider some of its limitations.
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Gresse, Werner, and Bennie Linde. "Entitlement Disconnect: Exploring Management Graduates’ Mental Schema in Their Anticipatory Psychological Contract." management revue 32, no. 1 (2021): 27–52. http://dx.doi.org/10.5771/0935-9915-2021-1-27.
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In this paper, we expanded on the psychological contract theory by exploring the mental schemas of graduates’ anticipatory psychological contract before they start employment. With this research, we aimed to explore and substantiate themes associated with the mental schemas of graduates, so that the psychological contract formation theory can be expanded by investigating the role of entitlement disconnect and its influence on the anticipatory psychological contract. Literature regarding the formulation of the psychological contract is still underdeveloped, especially regarding the anticipatory phase thereof. Entitlement disconnect has also not been focused on in past literature, especially as a component of the anticipatory psychological contract that can have an impact on graduates’ career schema and voluntary turnover intention. A qualitative approach to research was adopted consisting of interviews with 18 final-year economics and management sciences graduate students in the final phase of their degrees to derive themes associated with the mental schemas of graduates’ anticipatory psychological contract. The findings suggest that graduates already have a developed mental schema that was based on their entitlement. It was also confirmed that graduates had a disposition towards voluntary turnover intuition before organisational entry, which was due to an entitlement disconnect perception. The final and most surprising finding was that some graduates already displayed pre-employment violations, where graduates already anticipated psychological contract breach before entering an employment relationship. This research suggests that graduates’ mental schemas in their anticipatory psychological contract play a much bigger role in the development of their psychological contract, after organisational entry than what was initially thought.
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Gresse, Werner, and Bennie Linde. "Entitlement Disconnect: Exploring Management Graduates’ Mental Schema in Their Anticipatory Psychological Contract." management revue 32, no. 1 (2021): 28–53. http://dx.doi.org/10.5771/0935-9915-2021-1-28.
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In this paper, we expanded on the psychological contract theory by exploring the mental schemas of graduates’ anticipatory psychological contract before they start employment. With this research, we aimed to explore and substantiate themes associated with the mental schemas of graduates, so that the psychological contract formation theory can be expanded by investigating the role of entitlement disconnect and its influence on the anticipatory psychological contract. Literature regarding the formulation of the psychological contract is still underdeveloped, especially regarding the anticipatory phase thereof. Entitlement disconnect has also not been focused on in past literature, especially as a component of the anticipatory psychological contract that can have an impact on graduates’ career schema and voluntary turnover intention. A qualitative approach to research was adopted consisting of interviews with 18 final-year economics and management sciences graduate students in the final phase of their degrees to derive themes associated with the mental schemas of graduates’ anticipatory psychological contract. The findings suggest that graduates already have a developed mental schema that was based on their entitlement. It was also confirmed that graduates had a disposition towards voluntary turnover intuition before organisational entry, which was due to an entitlement disconnect perception. The final and most surprising finding was that some graduates already displayed pre-employment violations, where graduates already anticipated psychological contract breach before entering an employment relationship. This research suggests that graduates’ mental schemas in their anticipatory psychological contract play a much bigger role in the development of their psychological contract, after organisational entry than what was initially thought.
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Makarskaitė-Petkevičienė, Rita. "KONFERENCIJOS „PASAULIS VAIKUI: UGDYMO REALIJOS IR PERSPEKTYVOS“ TIKSLAS IR NAGRINĖTŲ KLAUSIMŲ ĮVAIROVĖ [THE GOALS OF THE CONFERENCE “WORLD FOR A CHILD: EDUCATION REALITIES AND PERSPECTIVES“ AND THE VARIETY OF ANALYSED ISSUES]." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 7, no. 2 (October 25, 2015): 83–90. http://dx.doi.org/10.48127/spvk-epmq/15.7.83.
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The 6th scientific-practical conference “World for a Child: Education Realities and Perspectives“, which was held in Lithuanian University of Educational Sciences on 17-18 September 2015, targeted at debates and fruitful discussions of relevant issues related to early childhood and primary education. The goal of the conference is to present the newest results of research on early childhood and primary education, to enable teachers-practitioners to exchange their accumulated experience, to reflect results of educational activities and to disseminate the good experience. The conference is the space, where actual prerequisites for change in evidence-based early childhood and primary education are created. Moreover, it is a perfect form of professional development. It should be pointed out that different insights acquired during scientific research and diverse experience of teachers-practitioners enabled an in-depth and comprehensive analysis of relevant issues of early childhood and primary education in the conference. For example, the researchers, who analyse the phenomenon of child’s play in the Play Research Laboratory at LEU, presented the trends in the analysed early childhood education through play and put forward practical recommendations about the impact of play on child’s self-regulation; particularly relevant problems of assessment of teaching/learning outcomes, the results of research on learners’ achievements and experience of application of standardised tests were analysed. The expectations for quality of research-based early childhood and primary education were expressed by all the participants in education. The work of the conference was organised in four sections: Integration of education curriculum; Didactic innovations and good practice of early childhood education; Didactic innovations and good practice of primary; Sociocultural contexts of child’s education. Key words: educational activities, early childhood education, primary education, scientific conference.
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Tjernberg, Catharina Cecilia, and Eva Heimdahl Mattson. "Synthesising Inclusive and Didactic Research – a Way to Ensure the Participation and Learning of Every Student?" Nordic Studies in Education 41, no. 3 (August 27, 2021): 185–200. http://dx.doi.org/10.23865/nse.v41.2831.
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The aim of this paper is to compare research criteria for inclusive education in relation to criteria for didactic research. The inclusive researchers that were selected defined inclusive education as removing barriers to social participation and learning for all students. The didactic researchers that we have selected referred to the tradition of successful reading and writing, focused on schools and teaching practices with favourable outcomes. The results indicated that the inclusive education researchers study school mainly from an organisational point of view. In contrast, the didactic researchers focus on a pedagogical approach, that is, on the teachers’ teaching strategies concerning the ways in which each student learns best. Within both fields under study it is considered that in-service training is most effective when it is based on the teachers’ actual working situation and when it emphasizes the importance of cooperative school cultures where the teachers also meet researchers. A reflection is that the inclusive education researchers in the study strive to transfer new knowledge to the teachers, in order to help them broaden their views on reducing social and organisational barriers to inclusion. The reading and writing researchers presented in this study represent a more dialectical process aimed at developing both the teachers’ didactic professionalism, the researchers’ own research questions and, in the end, the students’ learning. Another reflection is that if inclusive education and didactic researchers were to develop collaborative research cultures, this would shorten the way to the common goal: to ensure the participation and learning of all students.
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Amade-Escot, Chantal. "Using the Critical Didactic Incidents Method to Analyze the Content Taught." Journal of Teaching in Physical Education 24, no. 2 (April 2005): 127–48. http://dx.doi.org/10.1123/jtpe.24.2.127.
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This article examines the critical didactic incidents (CDIs) method used by European researchers in didactics. Originally designed by Flanagan (1954) in psychology, the CDIs method is based on qualitative accounts and analysis of critical moments in the teaching process when content is brought into play. The article reviews the use of critical incidents in educational research and then focuses on the epistemological aspect of its recasting in didactics. Criteria and guidelines for using the method are described, as well as some tenets for interpretation. The description emphasizes the fact that the CDIs method is anchored in a concern for developing depth of understanding of a particular phenomenon: the dynamics of the implicit negotiations between teacher and students regarding content issues and the co-construction of meanings that undergirds classroom interactions.
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Schäfer, Werner. "Stielvoll und Ideenreich." Lebende Sprachen 66, no. 1 (April 9, 2021): 130–43. http://dx.doi.org/10.1515/les-2021-0006.
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Abstract This article deals with a linguistic phenomenon of increasing presence in everyday life which has found little attention in linguistic studies: humorous shop signs in German, shop signs involving word play. This article locates such shop signs within the study of linguistic landscapes, to which they belong but in which they have so far played no more than a minor role, the academic discussion of linguistic landscapes generally focussing on the function of linguistic phenomena in everyday life, above all the function of different languages in bilingual contexts. This article, in contrast, besides the function, examines the specific linguistic form of such shop signs, the syntactic, morphological and lexical particularities of German which allow such wordplay. The article closes with some didactic considerations regarding the exploitation of such shop signs in language tuition.
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Had, Salwa Abdulamir, Saad Laftah Shamkhi, and Basim Jubair Kadhim. "A Comparative Study of Marlowś Play Dr. Faustus and Quranic Verses." Randwick International of Education and Linguistics Science Journal 4, no. 3 (September 30, 2023): 535–43. http://dx.doi.org/10.47175/rielsj.v4i3.790.
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In this research, we examine environmental education in the context of Moroccan secondary schools, focusing on the field of physics teaching. Our investigation is based on an analysis of empirical observations provided by physics teachers. To this end, a structured questionnaire was administered to 120 physics teachers from various high schools located in the academic area of Fez-Meknes in Morocco. The results clearly underline the importance of assimilating environmental education principles in the teaching of physics. This environmental education clearly favors the cultivation of students' inclination and disposition towards the subject. In addition, the questionnaire data also provide enlightening indications in favor of integrating environmental education paradigms into the didactic apparatus of physics-related knowledge in secondary education. This integration promises to develop sustainable skills in students, galvanizing their capacity to adopt environmentally friendly behaviors.
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Алексеева, Марина Геннадьевна, and Вера Александровна Фролова. "MEANS OF EXPRESSING AFFECT IN A WORK OF ART: DIDACTIC ASPECT." Вестник Тверского государственного университета. Серия: Педагогика и психология, no. 3(56) (October 18, 2021): 110–17. http://dx.doi.org/10.26456/vtpsyped/2021.3.110.
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Выделяются два дополнительных индикатора аффективного состояния персонажей художественного драматического теста: контекстуальный и физиологический. В случае со вторым индикатором речь идет об изменении громкости голоса - понижении тона, повышении тона или о его контрастном чередовании, на что указывается в авторских ремарках. Умение дифференцировать оттенки эмоциональных состояний на основе анализа художественного текста способствует развитию эмоционального интеллекта обучаемых, «вчувствованию» в художественный текст на иностранном языке. Занятия по аналитическому чтению формируют, таким образом, одну из дополнительных компетенций будущих преподавателей - способность воспринимать и интерпретировать эмоции других участников образовательного процесса. The article highlights two additional indicators of the affective state of the characters of the artistic dramatic test: contextual and physiological. In the case of the second indicator, we are talking about a change in the volume of the voice - a decrease in tone, an increase in tone or its contrast alternation, which is indicated in the author's remarks. The ability to differentiate shades of emotional states based on the analysis of a literary text contributes to the development of emotional intelligence of students, «feeling» in a literary text in a foreign language. Analytical reading classes thus form one of the additional competencies of future teachers - the ability to perceive and interpret the emotions of other participants in the educational process.