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Lamanauskas, Vincentas. "NATURAL SCIENCE EDUCATION HISTORY: RELEVANCE ASPECT." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 10, no. 1 (March 25, 2013): 4–7. http://dx.doi.org/10.48127/gu-nse/13.10.04.
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In the latter years education in Lithuania has been analysed in various aspects. However, it is obvious that almost all research works are focused on analysis of nowadays problems, sometimes not escaping certain prognostic elements (future education insight). This is certainly a good thing. However, concentrating attention only to present, the experience is forgotten which Lithuanian teachers, researchers accumulated earlier. It can be safely stated, that natural education experience in Lithuania is abundant, however very poorly investigated. Since 1995 only a few reports devoted to natural science education history questions have been presented in annually held national practical conferences „Natural Science Education at a General School“. Over that period totally 442 articles on various natural science education questions were published. Only 8 articles (1, 8 %) deal with historical natural science education aspects. Comprehensive school natural science teachers could devote more attention to these questions as well. Quite a big help could provide history teachers. As it is known, many comprehensive schools have ethnographical or school history museums. It is probable, that valuable material on natural science education history might be found in these museums. Such material must be systematized and publicized. Pupils might be included into such an activity applying project or other activity forms. Experience about natural science subject teaching / learning at different levels and types accumulated over a long period of time in Lithuanian educational institutions should be systematized, stored, analysed. It is without doubt, that this experience is unique, because Lithuanian education system was influenced by various didactic trends. Finally, over the last two decades various “imported” ideas and experiences have been admired too much forgetting at the same time about the own one. After all, the ideas which were checked over a long period of time and remained, practical experience, teaching / learning approaches and technologies become didactics classic.
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Hårstad, Stian. "Læring om normering. Erfaringer fra et språkhistorie-didaktisk eksperiment i lærerutdanninga." Acta Didactica Norge 10, no. 3 (September 27, 2016): 10. http://dx.doi.org/10.5617/adno.3870.
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I denne artikkelen beskrives utprøvinga av et didaktisk opplegg i grunnskolelærerutdanningas norskfag som har språkhistorie som overordnet tema. Målet med metodikken som legges fram, er å gi innsikt i språknormering som sosiokulturell prosess for på denne måten å utvikle en forståelse av hvordan språkhistorie har blitt og fortsatt blir skapt. Artikkelen drøfter hvordan en slik tilnærming kan gi deltakerne økt historisk bevissthet om språklige fenomener. Samtidig presenteres kunnskap om hvilke normeringsprinsipper de involverte lærerstudentene intuitivt ser som de mest “naturlige” og “hensiktsmessige” i en språkplanleggingskontekst. Et hovedfunn er at det store flertallet løfter fram et “demokrati- eller jamlikhetsprinsipp” og et “ortofoniprinsipp” som de mest tungtveiende. Artikkelen kommer dessuten med forslag til hvordan det språkhistorie-didaktiske feltet kan utforskes videre. Nøkkelord: språkhistorie-didaktikk, språkdidaktikk, språkhistorie, normeringshistorie, historiebevissthetAbstract This article presents a didactic experiment in the subject Norwegian as L1 in the primary and lower secondary teacher education programmes [Grunnskolelærerutdanninga]. The objective of the proposed method is to give insight into language normalization as a sociocultural process and thereby develop an understanding of how language history has been and still is being shaped. The paper discusses how this approach may provide the participants with an increased language historical consciousness. Moreover, the article presents findings about which normalization principles the student teachers intuitively regard as the most “natural” and “appropriate” in a language-planning context. A main finding is that the great majority designates a “democracy and equality principle” along with an “orthographic principle” as the two most substantial ones. Additionally, the article suggests how the field of language history didactics might be explored further.Keywords: language history didactics, language didactics, history of language, normalization history, historical consciousness
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Ambrozy, Marián. "Current Problems of Teaching Philosophical Disciplines in Educational Institutions of Slovak Republic." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 116–21. http://dx.doi.org/10.15330/jpnu.8.1.116-121.
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The paper is a brief mapping of the situation in the field of didactics of philosophy in the Slovak Republic. We observe that, despite almost three decades of separation of official philosophy from the dominance of Marxist philosophy, there is no satisfactory basis for the didactics of philosophy. The discipline Didactics of philosophy is represented by improvising several enthusiasts instead of developing serious theoretical foundations. We try to post a few recommendations that belong to all who want to seriously deal with the didactics of philosophy. The most important of them is the establishment of the Slovak scientific journal of didactics, the establishment of the organization of trade didactics, the separation of philosophy from other core subjects and the accreditation of the third level of university education in didactics of philosophy. The author convincingly proves the need to introduce knowledge of philosophy in school, since it will help teach students to think better, apply knowledge more effectively, critically evaluate everyday life, including relationships with parents, teachers, classmates and others. The article emphasizes that the experience of philosophizing will allow students to express their thoughts in writing, as well as to explore at an accessible level “eternal” issues of metaphysics, epistemology, natural philosophy, philosophy of history, philosophy of culture, philosophy of law, philosophical anthropology. philosophy of politics, etc. The urgency of impoving the teacher's competence in teaching this subject at school, in particular, updating the methodological support, substantiation of educational innovations for the use in the study of philosophy, as well as the introduction of ICT in the educational process are substantiated.
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Ivashchenko, Olha, Radosław Muszkieta, and Vladimir Potop. "Didactics: Methodological Approaches to Determining the Content of Physical Education Teacher Training." Journal of Learning Theory and Methodology 1, no. 1 (June 30, 2020): 40–47. http://dx.doi.org/10.17309/jltm.2020.1.06.
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The objective of the study was to develop methodological approaches to determining the content of physical education teacher training. Materials and methods. The study involved 62 students of the School of Physical Education, who studied according to the 2001-2005 curriculum. To solve the tasks set, the study used both philosophical and general scientific research methods, including: dialectical method (principle of historicism, principle of systematicity, principle of dialectical contradiction, principle of unity of quality and quantity, principle of dialectical negation, principle of development, principle of causality); systems approach; factor and discriminant analysis. Results. The results of performance analysis show an average level of proficiency in learning material. By the coefficient of variation, the grades in History of Modern World, Culturology, Gymnastics, TMPE, 3rd year vary considerably (>33%). The students’ performance in Therapeutic Physical Training, Fundamentals of Ecology, Thesis has an average level of variability. By most indicators, the students are assessed as a homogeneous group. The analysis of similarities (h2) showed that the most informative indicators of the quality of students’ training are the grades in the following subjects: Teaching Practice (middle school) (0.817); Biomechanics (0.772); Qualification Examination (0.764); Teaching Practice (senior school) (0.763). Conclusions. Factor and discriminant analysis provided objective information on the quality of physical education teacher training. The results of factor analysis do not confirm the objectivity of empirical identification of four groups of academic subjects of the curriculum. The factor structure of the curriculum indicates the need to change the content of education, aimed at improving the training of highly qualified teachers. The training of a physical education teacher should include the following blocks of subjects: professional theoretical and practical training, natural sciences, theory and methods of physical education of schoolchildren, special training in the chosen sport. The results of discriminant analysis show that physical education teacher training is aimed at developing knowledge, abilities and skills in the sections: 1) Means and Methods of Physical Education; 2) Theory and Methods of Motor Abilities Development; 3) Theory and Methods of Teaching Motor Actions.
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Crespo Castellanos, José Manuel, María Luisa Gómez Ruiz, and Luis Alfonso Cruz Naïmi. "Una aproximación a los Parques Nacionales y sus paisajes a través de itinerarios didácticos = An Approach to the National Parks Landscapes and Educational Itineraries." Espacio Tiempo y Forma. Serie VI, Geografía, no. 11 (September 25, 2018): 121. http://dx.doi.org/10.5944/etfvi.11.2018.22359.
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Se plantea una propuesta que hunde sus raíces en la larga trayectoria de la Didáctica de la Geografía, en la que se aúnan la tradición del excursionismo geográfico con una metodología de trabajo acorde a la evolución de las actuales tecnologías y a la aplicación de la geoinformación. Desarrollada en el marco de los Proyectos de Innovación y Mejora de la Calidad Docente de la Universidad Complutense de Madrid, tiene por objeto el diseño de itinerarios geográficos didácticos en el ámbito territorial de los espacios naturales que conforman la Red de Parques Nacionales de España. Como resultado se ha desarrollado una SIGweb con los itinerarios creados en base a puntos de interés didáctico geográfico en los cuales se identifican elementos, procesos o factores que configuran el paisaje. We present a proposal that has its roots in the long history of the Didactics of Geography, which combines the tradition of geographical excursionism with a work methodology according to the evolution of current technologies and the application of geoinformation. Developed within the framework of the Projects of Innovation and Improvement of the Teaching Quality of the Complutense University of Madrid, its objective is the design of educational geographical itineraries in the territorial scope of the natural spaces that make up the National Parks of Spain. As a result, a SIGweb has been developed with the itineraries created based on points of geographical didactic interest in which elements, processes or factors that make up the landscape are identified.
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Alberti, Samuel J. M. M. "Natural history and the philosophical societies of late Victorian Yorkshire." Archives of Natural History 30, no. 2 (October 2003): 342–58. http://dx.doi.org/10.3366/anh.2003.30.2.342.
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Natural history, so popular a pursuit in nineteenth-century Britain, was a thriving part of the activities of the literary and philosophical societies that epitomized urban middle-class cultural life. The “lit and phils” are most famous for their museums, but this paper outlines the range of other activities pertaining to natural knowledge that went on within their walls, focusing on the thriving societies in England's largest county, Yorkshire. Foremost among these were regular lectures: this paper discusses the speakers, audience and content, as well as the significance of the architecture of the halls in which they were staged. More exclusive meetings and didactic classes are also examined, as well as their (often extensive) libraries. After a brief examination of the purported decline of the philosophical societies around the turn of the century, a conclusion outlines the importance of science within these voluntary associations both to the provincial middle classes and the emerging professional men of science.
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Simeonov, Vasil. "Environmental History of the Twentieth Century. An Introductory Didactic Course." Chemistry-Didactics-Ecology-Metrology 24, no. 1-2 (December 1, 2019): 7–21. http://dx.doi.org/10.2478/cdem-2019-0001.
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Abstract The present manuscript presents the view point of the author for providing a course on environmental history for chemistry students and secondary school pupils. Special attention is paid on the societal developments in the twentieth century when the anthropogenic impacts on the environment have become especially deep and devastating. The course of lectures is focused on the environmental changes in each environmental phase (lithosphere, atmosphere, hydrosphere, biosphere) as well as in the society as a whole. The process of environmental changes is illustrated by various examples from each natural system in consideration and the anthropogenic factor for each one of them is defined and discussed. The presented material is an example for organization of an environmental history course of lecture which could be subject of additional information and conclusions related to the social attitude to the problem of environmental pollution and environmental risk assessment.
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Yuliia, Prasul. "Didactic fundamentals of organization of tourist local history activity of future geographers." IMAGE OF THE MODERN PEDAGOGUE 1, no. 3 (June 16, 2021): 91–100. http://dx.doi.org/10.33272/2522-9729-2020-3(198)-91-100.
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The organization of tourist local lore activities of future geographers is a holistic, integrative, mobile, complex system that meets modern educational and social requirements, labor market demands, individual educational needs of students, which effectiveness is provided by the methodological basis: at the philosophical level – principles of philosophy awareness of the value of achieving professional results; on general scientific – conceptual bases of future geographers training for the organization of tourist local lore activity in the conditions of the information and globalization world; the essence of information and cartographic support of tourist and local lore activity within the administrative district and its features are covered. The necessity of developing a tourist and local lore guide of the following structure is proved: introduction, general acquaintance with the territory, complex page-by-page tourist and local lore map, tourist and local lore routes, plans of the largest settlements, list of settlements of the district. Approbation was carried out on the example of Balakliia district of Kharkiv region. The main scientific provisions of the Program of regional mapping of natural and historical-cultural territories, objects and complexes of the region developed at the Department of Physical Geography and Cartography of V. N. Karazin Kharkiv National University are devoted to the current problems of development of a new direction of thematic mapping. Within its limits the basic theoretical questions are defined: information base, mathematical basis, structure and content of original experimental maps and atlases of natural and historical and cultural heritage; The approach to the structure and content of sports and tourism practice is appropriate to improve the level of mastery of the necessary skills, knowledge, broadening horizons and students in the 1st year to test their ability to manage the group in non-standard and emergencies
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Bullen, J. B. "Alfred Waterhouse’s Romanesque ‘Temple of Nature’: The Natural History Museum, London." Architectural History 49 (2006): 257–85. http://dx.doi.org/10.1017/s0066622x00002781.
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The Natural History Museum in London is a spectacular building in many senses (Fig. 1). As one of the outstanding landmarks of high Victorian architecture, it was designed to draw attention both to itself and to its contents. No other museum building in Britain adopted a Romanesque style on this scale; no other building had used terracotta in such a rich and decorative manner, and no other building (other than, perhaps, the University Museum, Oxford) so curiously employed external decoration to illustrate its internal function. It was calculated to appeal to a wide public and its animal sculpture was selfconsciously didactic in the way in which a number of contemporary museum buildings were created to a programme. Planned as a showcase for the nation’s imperial scientific achievements, its appearance was strongly ecclesiastical. When it opened in 1881, The Times leader called it a ‘true Temple of Nature’, which, the writer said, demonstrated ‘the Beauty of Holiness’. But for many visitors in 1881 Nature had abandoned the temple for wilder places; she had bloodied her claws, and the beauty of holiness had been replaced by the more severe, mechanistic principles formulated by Charles Darwin.The concept of a large museum of natural history was the inspiration of the great naturalist Richard Owen. It was also the crowning achievement of his lifetime in science. The ‘Temple of Nature’ that Alfred Waterhouse built for him embodied Owen’s belief that the history of the natural world was not a matter of randomness and chance but the creation of a transcendent presence. In other words, the Natural History Museum is the expression of an ideology, and its shape, size, position, style and decoration are charged with legible meanings. Some of those meanings are readily interpreted, others less so, and although the building history of the museum has been well documented, many questions remain. Why, for example, was Waterhouse chosen as its architect? What spurred him on to use terracotta in such an original way? And above all why did he risk the unusual Romanesque style? The choice of Romanesque for such a building, although it was later imitated elsewhere, was highly original. But that choice was conditioned by a substantial web of aesthetic, social, and political factors. The Natural History Museum was not just Waterhouse’s creation; it was very much the product of its time. It was born of national and local politics; it was shaped by Owen’s unusual position in the scientific world, and it was an expression of Waterhouse’s passion for early medieval architecture.
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Ferreira, Sandro Lúcio Mauri, Rodson de Abreu Marques, Sebastião Carlos Paes Assis, Viviane Thomazini Fassarela, Rodrigo Giesta Figueiredo, Loruama Geovanna Guedes Vardieiro, and Caio Vinicius Gabrig Turbay Rangel. "The natural history museum of the southern state of Espírito Santo - MUSES: didactic activities in Geosciences and Paleontology." Brazilian Journal of Development 5, no. 9 (2019): 14679–93. http://dx.doi.org/10.34117/bjdv5n9-072.
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Vogt, Sebastian, and Annika Maschwitz. "The Non-Cartesian Way." Journal of Cases on Information Technology 16, no. 2 (April 2014): 13–25. http://dx.doi.org/10.4018/jcit.2014040102.
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Based on the seamless learning approach (Wong, 2012), this paper illustrates how media competence can be developed, what didactic design is necessary, and what features this design possesses for teaching media competence at university. The ‘Natural History Museum Berlin project' is considered as an example of this. In this project, during the 2009 summer term, students at the Carl von Ossietzky Universität Oldenburg (Germany) in cooperation with the Natural History Museum Berlin (Germany) developed and produced media products (magazine articles, audio and video podcasts) in which they explored and reflected on the topic of knowledge transfer in terms of constructivism in an authentic context. The closeness to research activities at the university, especially in the Department of Continuing Education, is one of the essential aspects.
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Ciancio, Luca. "“Immoderatus fervor ad intra coërcendus”." Nuncius 33, no. 3 (November 26, 2018): 464–504. http://dx.doi.org/10.1163/18253911-03303004.
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Abstract To explain how the element of fire, after a prevailing association with antichristian attitudes such as atheism and heresy was gradually rehabilitated in early modern natural philosophy and began to be perceived as a providential agent of change, debates in medicine, natural history, chemistry and theory of matter have been called into consideration. Changes of perception toward fire and its meanings that took place in Jesuit natural philosophy and emblematics can provide additional explanations, especially if we focus on the reactions to Athanasius Kircher’s ideas and representations of the Earth’s central fire by authoritative confreres such as Pierre Gautruche, Honoré Fabri, Paolo Casati and Giovanni Battista Tolomei. At the edge of the natural philosophical domain, Franz Reinzer’s Meteorologia philosophico-politica (1697) suggests that a reappraisal of the symbolic meaning of fire as a positive fervor capable of driving man to beneficial enterprises took place in Jesuit moral and didactic literature elaborating on Kircher’s views and images propounded in his Mundus subterraneus. This notion of fire as a christianized agent, however, did not imply any concession to the innovative views on the matter of fire worked out by Seventeenth-century corpuscularists.
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Cavadas, Bento. "«On the Origin of Species»: Didactic transposition to the curriculum and Portuguese science textbooks (1859-1959)." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 143. http://dx.doi.org/10.14516/ete.149.
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This research aimed to contribute to the history of the teaching of Darwinism in the Portuguese curriculum from 1859 to 1959. To this end, it was analysed the didactic transposition of the book On the Origin of Species for the standards and textbooks of Natural Sciences of secondary education. This study showed that some standards did not address Darwinism (Standards of 1856, 1872, 1880, 1886, 1926 and 1929), while others only prescribed the study of some subjects of Darwinism (Standards of 1889 and 1905). The standards of 1895 were the ones that addressed more Darwinists ideas in the 19th century. In the 20th century, the overall approach to Darwinism was related to the study of transformist ideas (Standards of 1919) or evolution (Standards of 1936 and 1954). However, even when the respective standards did not make that prescription, the major part of textbooks addressed the mechanisms of Darwinian evolution: adaptation, variability, growth correlations, heredity, natural selection, vital competition, geographic isolation and sexual selection.
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Beltramini, Luca. "Alcune osservazioni su naturae species ratioque nel De rerum natura di Lucrezio (e una nota al testo)." Philologus 164, no. 2 (November 4, 2020): 308–31. http://dx.doi.org/10.1515/phil-2020-0109.
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AbstractThe article proposes to re-examine the Lucretian formula naturae species ratioque (1.146–148 = 2.59–61 = 3.91–93 = 6.39–41), the meaning of which has prompted some critical debate. The examination begins from an analysis of rhetoric and argument in the sections in which the phrase occurs, with the goal of demonstrating that the meaning ‘rational vision of nature’ is more apt to the context and to Lucretius’ poetic and philosophical programme, which often relies on metaphors drawn from the semantic field of vision to describe the comprehension of natural phenomena and the didactic aim of the work. In the light of this, the final part of the paper discusses the textual problem concerning lines 6.56–57 (= 90–91), which are normally considered spurious but which can be understood better in the light of the Lucretian conception of philosophy (and of poetry) as penetrating vision.
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Soldado, Emerson Barão Rodrigues, Jairo José Matozinho Cubas, and Ana Maria Alfonso-Goldfarb. "Alfred Russel Wallace na Amazônia e a Construção de uma Ideia: seus estudos na distribuição dos animais como uma ferramenta no ensino de biologia." História da Ciência e Ensino: construindo interfaces 21 (July 6, 2020): 144–57. http://dx.doi.org/10.23925/2178-2911.2020v21p144-157.
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ResumoAlfred Russel Wallace (1823-1913), naturalista inglês conhecido por seus estudos sobre a seleção natural, teve sua primeira expedição na Amazônia. De 1848 a 1852, observou e descreveu fauna, flora, geologia e grupos humanos que ali habitavam e abordou a temática da distribuição dos animais, apontando os limites de alcance das espécies e sua relação com o meio. O objetivo deste trabalho foi analisar, a partir de livros e artigos relativos ao período, como essa noção do limite de alcance das espécies foi abordado por Wallace e sua importância para a formulação de conceitos biogeográficos e de seleção natural. Houve ainda a construção e aplicação de uma sequência didática no ensino de biologia. Com o material analisado, apresentou-se para os estudantes um processo de construção de uma ideia, valendo-se de textos originais. A sequência didática iniciou-se com alunos do Ensino Médio, lendo trechos escritos por Wallace, com passagens que descrevem o limite de alcance de espécies amazônicas. Em seguida, tiveram que formular hipóteses sobre tais observações. Posteriormente, houveram aulas sobre o histórico do pensamento evolutivo e conceitos de seleção natural. Na finalização, incentivou-se os estudantes a refletirem sobre o processo de construção de ideias na ciência, de forma contextualizada e participativa. Verificou-se que os estudos de Wallace colaboram de forma relevante para o ensino da evolução e história da ciência, apontando a necessidade de novas abordagens nesse tema.Palavras-chave: História da ciência; Alfred Russel Wallace; Amazônia; distribuição de animais; ensino de biologia. Abstract(Alfred Russel Wallace (1823-1913), an English naturalist known for his studies on natural selection, had his first expedition to the Amazon. From 1848 to 1852, he observed and described fauna, flora, geology and human groups who lived there and addressed the issue of distribution of animals, pointing out the limits of range of the species and its relationship with the environment. The objective of this study was to analyze, from books and articles for the period, as this notion of species range limit was approached by Wallace and its importance for the development of biogeographic concepts and natural selection. There was also the construction and application of a didactic sequence in the teaching of biology. With the material analyzed, was presented to the students a process of constructing an idea, using original texts. The didactic sequence began with high school students, reading excerpts written by Wallace, with passages that describe the limits of the range of Amazonian species. They then had to formulate hypotheses about such observations. Later, there were classes on the history of evolutionary thinking and concepts of natural selection. Upon completion, students were encouraged to reflect on the process of constructing ideas in science in a contextualized and participatory manner. It was verified that the studies of Wallace collaborate in a relevant way for the teaching of the evolution and history of science, pointing out the necessity of new approaches in this subject. Keywords: History of science; Alfred Russel Wallace; Amazônia; distribution of animals; teaching of biology
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Sellés-Martínez, José. "Development of didactic materials and activities on interdisciplinary bases: an example for oil an." Terrae Didatica 14, no. 3 (September 28, 2018): 256–62. http://dx.doi.org/10.20396/td.v14i3.8653523.
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Although the subject “Oil and Gas” is not usually present in the Secondary School Curriculum, it is of interest to students due to its obvious relationships with everyday life, and has been selected to design a series of teaching resources. Not only natural sciences such as Geology, Biology and Chemistry are embedded in the formation and accumulation of petroleum, but also con-stant references to History, Geography and Technology are present when linking together its discovery, exploitation, industrial-ization and use. The materials being produced cover three categories: a reference text to be available in printed and PDF file versions, a portfolio of teaching resources and a website. The first two are described and exemplified. The portfolio also in-cludes examples of published materials, which contain conceptual errors proposing their use to explore misconceptions if used at the beginning of the presentation of the subject in class, or to identify levels of understanding if used at the end.
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Repoussi, Maria, and Nicole Tutiaux-Guillon. "New Trends in History Textbook Research." Journal of Educational Media, Memory, and Society 2, no. 1 (March 1, 2010): 154–70. http://dx.doi.org/10.3167/jemms.2010.020109.
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This article traces the developments within history textbook research as presented at the 2009 conference of the International Society for History Didactics (ISHD), held in cooperation with the Georg Eckert Institute for International Textbook Research in Braunschweig, Germany. The article claims that significant developments reveal school historiography to be a challenged area for history didactics. Key concepts and theoretical frames require further discussion in order to develop history didactics not only as an area for social and political responsibilities but also as a theoretical discipline.
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KUPATADZE, Ketevan, and Burak KIZILOZ. "NATURAL TREATMENT SYSTEMS FROM THE POINT OF DIDACTICS." Periódico Tchê Química 13, no. 26 (August 20, 2016): 69–77. http://dx.doi.org/10.52571/ptq.v13.n26.2016.69_periodico26_pgs_69_77.pdf.
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All the issues related to environmental ecology, and, among them, Natural Treatment systems, obtain particular importance now, in the 21st century. It is very important to start delivering classes on NTS, the natural chemical processes, and pollution agents, at schools and universities. As a case study, the article discusses the methodology of teaching NTS at University and school levels. The methodology is orientated on the realization of some important didactic principles in the teaching process which is a very effective tool for increasing students’ motivation to learn. For comparative analysis, there will be used the experience of two neighboring countries - Greece and Turkey, to better understand the NTS applications in reality. The article has described the scenario of lectures and laboratory work which is taking place at Ilia State University, within the scopes of the courses: Ecological Chemistry and Eco-tourism. To increase the level of the popularity of NTS, it will be a good experience to organize on-site lectures at the places where NTS is functioning. The outcome of the pedagogical experiment has made it clear, that such a method of teaching of NTS affects positively students motivation and changes their attitude towards the environmental pollution
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Кормилицына, Татьяна, and Tat'yana Kormilicyna. "New Pedagogy and E-Learning: History and Modernity." Scientific Research and Development. Socio-Humanitarian Research and Technology 7, no. 3 (October 1, 2018): 8–14. http://dx.doi.org/10.12737/article_5ba3887bc3f148.18948491.
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The problems that arose in connection with the transition of society to the digital (electronic) stage of development are considered. The new pedagogy and its area of didactics should be aimed at the formation of a new subject of society, which requires new approaches and methods of teaching. The history of the emergence and formation of didactics-from the pre – scientific stage to the digital one in the form of e-didactics-is discussed. The analysis of the main distinctive features of didactics at different stages of development is given. The main attention is paid to the tools of new information technologies – web technologies, given the characteristics of generations of web technologies. The basic concepts of the new pedagogy are presented: web technology, cloud services, cloud technologies, online technologies. Examples of using cloud technologies for the implementation of various learning objectives are given.
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Bilavych, Halyna, Tetyana Pantyuk, Borys Savchuk, and Nataliya Holovchak. "FORMATION OF THE LANGUAGE CULTURE OF JUNIOR PUPILS IN A DIALECTICAL ENVIRONMENT: THEORETICAL AND PRACTICAL ASPECTS." Mountain School of Ukrainian Carpaty, no. 19 (November 27, 2018): 109–13. http://dx.doi.org/10.15330/msuc.2018.19.109-113.
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Language culture creation is one of the most urgent questions nowadays. This is not only philological problem, but social as well – as it is related to different communication methods.The article covers linguistic principles of language culture creation for pupils provided dialect environment. Proved that the necessary condition for high level language culture for future primary school teachers provided dialect environment is compliance principles of oral speaking: orthoepic, lexical, grammar, stylistic. The most important their properties are accuracy, cleanliness, purity etc.Also there is covered speech environment role in creating language culture of individual.
We determine language culture for junior pupilsas possession of verbal and written forms of language on all levels, ability to use optimal language tools for current situation. Language norm is main concept of language culture. We believe that main requirement for any spoken phrase is its correctness. As a result of these factors, requirements for communication are created. We thought that during junior pupils’ speech improving the primary importance is work on language accuracy. Non-normative accents and speaking are often effect of negative impact of dialect environment on junior pupils. And this danger stores permanently.Іnformation technologies help to individualize and differentiate the studies of Ukrainian in initial classes. The uses of ICT do the lessons of Ukrainian and reading dynamic, bright, more effective.
Improvement language culture for future primary school teacher is an integral part of the formation of his professiogram. Language environment is important factor for creating language culture. Dialect environment has both positive and negative influence. The worth-while experiment of the use of ICT at initial school we saw at Ivano-Frankivsk school №26. In spring in 2014 department of education entered in Ukraine a pedagogical experiment «Smart Kids». Within the framework of this experiment in the initial classes of school set projectors and interactive boards on that children execute educational tasks in a playing form. Games are a didactics, bright and interesting. So, regional dialects may do speech richer, but at the same time do it more complex: phonetically dialects are understandable by all speakers, however lexical are not understandable for people from another regions. Using dialects by students is natural phenomenon. This communication provides tight connection between history, way of life, customs of his native land.
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VASYLKIVSKA, NADIIA. "MOTIVATIONAL FUNCTION OF THE PRIMARY SCHOOL TEXTBOOKS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 153–61. http://dx.doi.org/10.25128/2415-3605.21.1.19.
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The problem of creating a new generation textbook and the implementation of the motivational function in primary school textbooks has been substantiated. The motivational function is characterized as a leading one for the textbooks. The recent publications on the discussed issue have been analyzed. The article emphasizes the importance of the textbook analysis techniques for strengthening its motivational function. The technique of the motivational component representation in the Ukrainian language textbooks for the third grade has been described. The textbook analysis has been carried out considering the following components of the motivational function of the primary school textbooks: the emotional content of educational materials, the ways of its didactic organization, the design of the textbooks. Analyzing the content of the textbooks, the author has taken into account the cognitive interests of young learners and the content characteristics of the materials. Considering the cognitive interests of students means that the textbook contains interesting cognitive materials, various literary genres, topics important for third-graders. The analysis of the subject content with the most interesting information for young learners draws attention to the presence of developmental texts (scientific facts in biology, geography, history, ecology, Ukrainian language, etc.) real life situations, facts from today’s reality; local lore materials; folk works; interesting tasks; famous people’s quotations; elements of humor etc. The presence of various literary genres in the textbook (articles, stories, poems, fairy tales, legends, songs, works of small folklore forms, etc.) has been analyzed. Topics significant for third-graders (changes in natural world, history of the local area, human relationships, stories about famous people, scientific travels, discoveries, life abroad, children’s dreams and hobbies, healthy lifestyle etc) have been analyzed. The author also takes into consideration semantic characteristics of the materials (value, accessibility, curiosity, emotionality). The analysis of the ways of didactic organization of educational materials takes into account the availability of practical tasks, didactic games, tasks involving emotional and evaluative activities, developmental tools, interactive teaching methods, the way of presenting the materials. The design of the textbook has been analyzed in terms of keeping to hygienic requirements, aesthetic and didactic criteria of the decoration. The research has contributed to identifying new possible problems that deserve special study, in particular, the problem of application of emotional and artistic materials in textbooks.
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Nordenbo, Sven Erik. "Danish Didactics: an outline of history and research." Scandinavian Journal of Educational Research 41, no. 3-4 (September 1997): 209–24. http://dx.doi.org/10.1080/0031383970410304.
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Kansanen, Pertti, and Michael Uljens. "On the History and Future of Finnish Didactics." Scandinavian Journal of Educational Research 41, no. 3-4 (September 1997): 225–35. http://dx.doi.org/10.1080/0031383970410305.
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Alberts, Wanda. "Didactics of the Study of Religions." Numen 55, no. 2-3 (2008): 300–334. http://dx.doi.org/10.1163/156852708x283087.
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AbstractIn contrast to well-established didactics of theologies, the study of religions, even though its field is becoming more and more important in schools and elsewhere in society, has not yet developed a didactic branch. This article outlines and exemplifies three tasks for didactics of the study of religions: (1) analysis of models of education about religion/s, (2) development of concepts for education about religion/s, (3) engagement in practical issues related to education about religion/s, including participation in political and public debates about religion, religious plurality, education, and religious education. Tasks 1 and 2, which may be called "inner-academic," are exemplified with research results from my study about integrative religious education in Europe. Task 3, relating to the communication of academic insights beyond academia, is regarded as a necessary complement to "inner-academic" work. In conclusion, it is argued that in order to develop didactics of the study of religions it is necessary to combine the subject knowledge and methodologies of the study of religions with insights from education. Rather than leaving this educational task to educationalists with little knowledge of our subject, the study of religions needs to establish its own didactics with respect to various educational contexts.
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Krynicka, Tatiana. "„Desine gentilibus iam inservire poetis…” (versus XI 9). Chrześcijańscy epicy w bibliotece Izydora z Sewilli." Vox Patrum 60 (December 16, 2013): 191–207. http://dx.doi.org/10.31743/vp.3987.
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Isidore of Seville (560-636) is rightly considered to be one of the most important teachers of the medieval Europe. He wrote numerous didactic works on catholic doctrine, biblical exegesis, history, grammar, natural sciences etc. Isidore was neither a scientist nor an independent thinker, but indeed he was a genius of compilation. He spent his youth in the famous library of the bishops of Seville, where he stored knowledge by studying Holy Scriptures and works of classic and Christian authors. This library was destroyed, but we could strive to recreate its catalogue reading the books written by Isidore. In his Versus in bibliotheca Isidore tells us about authors he knew. We find among them Christian poets – Prudentius, Iuvencus, Sedulius, Avitus Viennensis. In Etymologiae Isidore presents to the reader Dracontius, and in De viris illustribus he admires talents of the centonist Proba. Isidore’s knowledge of Christian epics and the high regard he had for them tell us a lot not only about literary tastes of the well-educated bishop, but about the culture of reading of inhabitants of Visigothic Spain in the seventh century as well.
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Kubiatko, Milan. "SUBJECT DIDACTICS: RELEVANT ISSUES." Problems of Education in the 21st Century 79, no. 3 (June 10, 2021): 340–42. http://dx.doi.org/10.33225/pec/21.79.340.
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I would like to thank the editor of the journal for the space to write some words about actual problems of subject didactic. I would like to ask all readers to remember, this is not a classic scientific text, it is only short reflection for the actual situation in subject didactic as it is perceived by the author of this text. Current subject or disciplinary didactic is a dynamic discipline, which is still changing and is reporting to actual trends in the relative disciplines like pedagogy, psychology, sociology, philosophy, and others, and also the newest findings from the scientific disciplines, which are connected with subject didactic. The didactic is perceived in different ways by different countries. For example, in the Middle Europe and former post-communist countries it is possible to observe subject didactic, where every subject, has got its own didactic (e.g., didactic of biology, didactic of history, …). For Anglo-Saxon countries it is typical disciplinary didactic (e.g., science didactic). It can cause a little bit problematic view, but the nature of concept is similar. In this text it is used the term “subject didactic”.
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Faustino Cruz, Sandra Delia, Maricela López-Ornelas, Javier Organista Sandoval, and Sergio Cruz Hernández. "Análisis del libro de texto gratuito digitalizado con base en los atributos de los enlaces en las asignaturas de ciencias naturales, historia y geografía en México." Texto Livre: Linguagem e Tecnologia 12, no. 2 (May 14, 2019): 62–79. http://dx.doi.org/10.17851/1983-3652.12.2.62-79.
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RESUMEN: La presente investigación tiene el objetivo de analizar los atributos tecnológicos y de los recursos didácticos del libro de texto digitalizado empleado de forma obligatoria desde el 1° al 6° grado de educación primaria en México. Para fines del artículo, se estudiaron sólo las asignaturas de ciencias naturales, historia y geografía. El desarrollo del proceso metodológico, fue de corte cuantitativo-descriptivo basado en dos dimensiones: la tecnológica y la de recursos didácticos; el procedimiento se acompañó de tres fases: a) Identificación de los libros de texto gratuitos digitalizados de las asignaturas de ciencias naturales en 3°, 4°, 5° y 6° e historia en los últimos tresgrados; b) Identificación y revisión de los enlaces disponibles en los libros de textogratuito digitalizados de las respectivasasignaturas; y c) Tipificación de los enlaces contenidos en enlaces en los temas, referenciasy fuentes de cada asignatura antesmencionada. Entre los principales resultados destaca, que, en México, los libros de texto gratuitos digitalizados, distan significativamente de las características generales con los que son descritos en otros países, además, carecen de las ventajas mínimas necesarias relacionadas con el uso potencial del recurso, aunado a la insuficiencia de enlaces que presentan algunos libros, donde incluso, diversos enlaces no funcionan correctamente o están inactivos. Otro aspecto relevante, está implícitamente relacionado con la disposición de recursos como son los dispositivos electrónicos que permitirían su consulta, así como la escaza accesibilidad a internet y la notoria desigualdad en la distribución de esos recursos.
PALABRAS CLAVE: libros de texto; libros de texto digitalizados; atributos tecnológicos y recursos didácticos; educación básica; México.
ABSTRACT: The present investigation has the objective of analyzing the technological attributes and the didactic resources of the digitized textbook used in a compulsory manner from the first to the 6th grade of primary education in Mexico. For the purposes of the article, only the subjects of natural sciences, history and geography were studied. The development of the methodological process was quantitative-descriptive, based on two dimensions: the technological and the didactic resources; The procedure was accompanied by three phases: a) Identification of digitized free textbooks of natural science subjects in grades 3, 4, 5 and 6, and history in the last three grades; b) Identification and review of the links available in the digitized free textbooks of the respective subjects; and c) Typification of the links contained in links in the subjects, references and sources of each subject mentioned above. Among the main results, it is worth noting that, in Mexico, digitized free textbooks are significantly different from the general characteristics with which they are described in other countries, and they also lack the minimum necessary advantages related to the potential use of the resource, combined to the insufficiency of links that some books present, where even, several links do not work correctly or are inactive. Another relevant aspect is implicitly related to the availability of resources such as the electronic devices that would allow their consultation, as well as the scarce accessibility to the Internet and the notorious inequality in the distribution of those resources.
KEYWORDS: textbooks; digitized textbooks; technological attributes and didactic resources; basic education; Mexico.
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Ganino, Giovanni. "Digital Narration and Didactics of History in High School." International Journal of Digital Literacy and Digital Competence 6, no. 1 (January 2015): 33–48. http://dx.doi.org/10.4018/ijdldc.2015010103.
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The main focus of this work is on didactic planning (in high schools) with a special emphasis on the following topics: the use of problem-solving and social media in a course centered on scientific knowledge, participatory and collaborative activities, on and off line, the paradigms of collective intelligence (), and connective intelligence (, ) and technical skills. The work methodology includes the creation of an integrated educational environment functional to the promotion of process-based learning for the presence of learning practices in the formal didactic setting taken from non-formal or informal contexts, as suggested by Luciano . The leading hypothesis of the work is concerned with the participatory practices (production-sharing-socialization) which are used in a structured learning context and on their effects: a) to increase the degree of interest and involvement of the students and, b) to have a positive effect on subject knowledge (learning history), and cross-curricular knowledge (responsible use of technologies).
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Fried, Michael N. "Didactics and History of Mathematics: Knowledge and Self-Knowledge." Educational Studies in Mathematics 66, no. 2 (January 9, 2007): 203–23. http://dx.doi.org/10.1007/s10649-006-9025-5.
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Poviliūnas, Arūnas. "Sociologinės įžvalgos sociologijos didaktikai." Sociologija. Mintis ir veiksmas 33, no. 2 (January 1, 2013): 190–204. http://dx.doi.org/10.15388/socmintvei.2013.2.3804.
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Santrauka. Straipsnyje taikomas socioanalizės metodas, kai, pasitelkus sociologiją, yra analizuojama sociologijos didaktika ir sociologijos perspektyvos bendrojo lavinimo sistemoje. Bendrojo lavinimo sistemoje vadinamuosiuose socialiniuose moksluose, kaip kartais apjungiamos įvairios socialinių mokslų disciplinos, nei sociologija, nei sociologijos didaktika neįsitvirtino. Straipsnyje analizuojama ir bendresnė sociologijos didaktikos formavimosi tema. Sociologijos didaktikos raida, kurioje galima skirti tris etapus, analizuojama remiantis ugdymo teorijos ir sociologijos santykių požiūriu. Pirmas etapas susijęs su ugdymo sociologijos kaip normatyvinės ir taikomojo pobūdžio disciplinos, subordinuotos ugdymo teorijai ir didaktikai, įsitvirtinimu. Antras etapas susijęs su švietimo sociologijos kaip savarankiškos disciplinos susiformavimu. Šiame etape švietimo sociologija, atsisakiusi taikomojo pobūdžio funkcijų, atitolo nuo ugdymo problematikos ir pasuko akademinės autonomijos bei empirinės švietimo procesų analizės keliu. Trečias etapas prasidėjo, kai švietimo sociologija, ypač jos kritinė atšaka buvo pradėta integruoti į mokytojų rengimo programas. Straipsnyje analizuojamas vienos švietimo sociologijos temos, paslėptos ugdymo programos, kurią visiškai ignoravo ugdymo sociologija, integravimo į mokytojų rengimą pavyzdys. Šis žingsnis yra interpretuojamas, kaip organinės viešosios sociologijos atvejis. Viešosios sociologijos aktualizuotos sociologinio raštingumo, kuris susijęs su piliečių kompetencijomis, idėjos primena Gyvosios istorijos programą, todėl idėjų sociologijos didaktikai aptarti žvalgomasi ir akademinės istorijos bei istorijos didaktikos santykių raidoje.
Pagrindiniai žodžiai: sociologijos didaktika, socialinių mokslų didaktika, ugdymo sociologija, švietimo sociologija.
Key words: didactics of social sciences, didactics of sociology, educational sociology, sociology of education.
ABSTRACT
SOCIOLOGICAL INSIGHTS FOR THE DIDACTICS OF SOCIOLOGY
The article aims to analyse the relationship between sociology and didactics of sociology. This relationship is analysed from different perspectives. Firstly didactics of sociology is analysed from the viewpoint of so-called didactics of social sciences and civic education. Secondly the article analyses the development of the interrelation between theory of education and sociology of education and searches the ideas for the conceptualization of didactics of sociology in this development. Three forms of the interrelation between theory of education and sociology of education are distinguished. Educational sociology emerged as normative and applied discipline that has assisted educational theory to articulate the educational aims and the means of their implementation. The sociology of education that emphasized the scientific and empirical rather than normative character was an alternative for the educational sociology and has revealed different aspects of education that were ignored by educational sociologists. The phenomena of the hidden curricula and its role in social and cultural reproduction were among them. The third form of interrelation is associated with the movement of public sociology. The proponents of public sociology put forward the questions of social function of sociology and the significance of sociological literacy for democratic society. The concept of public sociology stimulates the discussions about didactics of sociology. Thirdly the article searches the ideas for the interpretation of the relationship between sociology and didactics of sociology in the development of the liaisons between history and didactics of history. The concept of historical consciousness and understanding of historical culture solve the contradiction between academic history and didactics of history.
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Uciecha, Andrzej. "Stephan Schiwietz (Siwiec) – uczeń w szkole Maxa Sdralka." Vox Patrum 64 (December 15, 2015): 503–16. http://dx.doi.org/10.31743/vp.3728.
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Stefan Schiwietz (Stefan Siwiec), 1863-1941 – a Roman Catholic priest, Doctor of Theology, historian of the Eastern Orthodox Church, pedagogue – was born in Miasteczko Śląskie (Georgenberg) on 23th August 1863. He studied theology at the University of Wrocław for 3 years (1881-1884) under H. Laemmer, F. Probst, A. König and M. Sdralek, among others, and then continued his theological studies in Innsbruck (1884-1886), where he was a pupil of J. Jungmann and G. Bickell. The seminarist spent two years (1885-1886) in Freising in Bavaria, where in 1886 he took his holy orders. Siwiec published his doctoral thesis in Wrocław in 1896, so at the time when Sdralek took the chair of Church History. The subject of the Silesian scholar’s dissertation concerned the monastic reform of Theodore the Studite De S. Theodoro Studita reformatore monachorum Basilianorum. Siwiec combined his didactic work as a religious and mathematics teacher in the public middle school in Racibórz with his academic studies on the history of Eastern Orthodox Christianity, especially on monasticism. The results of his research were published both in German and in Polish. His most significant work is a three-volume monograph Das morgenländische Mönchtum (Bd. 1: Das Ascetentum der drei ersten christl. Jahrhunderte und das egyptische Mönchtum im vierten Jahrhundert, Mainz 1904; Bd. 2: Das Mönchtum auf Sinai und in Palästina im 4 Jahrhundert, Mainz 1913; Bd. 3: Das Mönchtum in Syrien und Mesopotamien und das Aszetentum in Persien vierten Jarhundert, Mödling bei Wien 1938) on the history of the beginnings and development of Oriental monasticism in Egypt, Palestine, Syria and Persia, until the 4th century, which up to the present day has been cited in the world Patristic literature. Yet, Siwiec’s academic work still remains little known, especially in the circle of historians of antiquity and Polish patrologists. The equally little known figure of Max Sdralek, another Silesian (coming from Woszczyce) priest and academic, Rector of University of Wrocław, provides a significant context with the research methodology which this eminent scholar initiated, developed and tried to pass down to his pupils, among whom was also Stefan Siwiec. Sdralek strictly demanded that the principle of the priority of Church history over history of religion and psychology should be kept. In his works a description of socio-cultural factors and natural conditions determining the process of development of Christianity enables to see in a much clearer way how God’s plan has unfolded in history. The mutual dependence of Sdralek and Siwiec, the similarities and differences in their ways of studying and understanding Church history still remains an issue worth further exploration.
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Matilainen,, Dahly, and Lilian Westerlund-Perätalo. "Looking for “Caritative Teachership”: A Journey of Exploration in the History of Ideas." International Journal of Human Caring 5, no. 2 (March 2001): 27–32. http://dx.doi.org/10.20467/1091-5710.5.2.27.
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This article is based on a preliminary study that is part of a research project in the field of caring-science didactics. Its purpose is to indicate which qualities are typical of the good teacher and of “caritative teachership” by surveying the views of 3 educationists in the history of ideas about teacher personality, teachership, and the teaching spirit. The authors found many ideas that can contribute to an increased understanding of caritative teachership, knowledge pertaining to caring-science didactics, and suggestions for continued research. They saw trains of thought that agreed with their theoretical perspective. The sources revealed the “true, good and beautiful” aspects of the teacher’s personality and of teachership in relation to the learner and in didactic culture, that is, in ethos.
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Girault, Bénédicte. "From Didactics to the Epistemology of History A Shared Reflexivity." Annales (English ed.) 70, no. 01 (March 2015): 199–209. http://dx.doi.org/10.1017/s2398568200001084.
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Abstract Behind the complex issue of the relationship between the professionalization of teacher training and the spaces where academic and disciplinary knowledge is produced lie questions about the very nature of historical research. This paper suggests that the reflexive practices of professional historians and of those who teach history can be a meeting ground for scientific, didactic, and pedagogical questions that concern secondary schools and universities alike. In terms of the training of future history teachers, this implies combining the acquisition of historical knowledge and a personal, hands-on experience of researching and writing history from the very beginning of the learning process.
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Santa Puche, Salvador, and Bruce Mitchell. "Forging the Didactics of Sefardic Language and Literature." Shofar: An Interdisciplinary Journal of Jewish Studies 19, no. 4 (2001): 71–76. http://dx.doi.org/10.1353/sho.2001.0117.
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Park, mihyang. "The German history didactics and the historical consciousness in the 1970s." Studies on History Education ll, no. 31 (July 2018): 331–61. http://dx.doi.org/10.16976/kahe.2018..31.331.
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Kravtsov, G. G., and E. E. Kravtsova. "Cultural-Historical Approach to Education." Cultural-Historical Psychology 16, no. 4 (2020): 4–13. http://dx.doi.org/10.17759/chp.2020160401.
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The article raises questions about the causes of those problems and difficulties that occur in modern Russian education, and ways to overcome them. The starting point for the authors' thoughts is the problem posed by L.S. Vygotsky of the correlation and interconnection of training and development. The assumption is made that a lot of troubles and difficulties in education are due to the lack of scientifically based didactics. The current theoretical ideas about what and how to teach children go back to the didactics of Y.A. Komensky, built on the basis of worldly experience and evidence of common sense that have nothing to do with scientific didactics. Studies of prominent Russian psychologists — P.Ya. Galperin and V.V. Davydov, as well as theories of training they created, according to the authors of this article, do not withstand criticism in the light of the requirements presented by scientific didactics. The main flaw is seen in the fact that these researchers were staunch supporters of the activity approach in psychology, which, in a sense, is an example of that traditional psychology that was rightly criticized by L. S. Vygotsky, since its method, historically established in natural science, does not even allow approach the study of such psychological realities that are behind the concepts of human freedom, his consciousness, personality, development, will and arbitrariness. The only constructive path in the psychology of education leading to the creation of scientifically based didactics is seen in an in-depth analysis and further development of ideas and principles put forward by L.S. Vygotsky, including, for example, the principle of historicism, the principle of integrity, the idea of a systemic and semantic structure consciousness, the paradoxical identity of communication and generalization. The gate leading to the correct understanding of the cultural-historical approach in psychology may be the position of D.B. Elkonin that the most important and fundamental for creating a theory of child development is the “individual-society” relationship, which in child psychology looks like a real relationship and communication of the child with his mother.
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Kordigel Aberšek, Metka, Kosta Dolenc, and Domen Kovačič. "ELEMENTARY AND NATURAL SCIENCE TEACHERS’ ONLINE READING METACOGNITION." Journal of Baltic Science Education 14, no. 1 (February 20, 2015): 121–31. http://dx.doi.org/10.33225/jbse/15.14.121.
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A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers’ metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers’ online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics. Key words: reading metacognition, linear text reading metacognition, online metacognition, informative and explicatory text online reading metacognition.
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TRÉPANIER, SIMON. "XI — THE DIDACTIC PLOT OF LUCRETIUS, DE RERUM NATURA, AND ITS EMPEDOCLEAN MODEL." Bulletin of the Institute of Classical Studies 50, Supplement_94_Part_1 (June 1, 2007): 243–82. http://dx.doi.org/10.1111/j.2041-5370.2007.tb02427.x.
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Nunes, João Paulo Avelãs. "Historiographical research and the teaching of History: thoughts in History didactics and the learning outcomes." Revista Portuguesa de História, no. 46 (2015): 487–507. http://dx.doi.org/10.14195/0870-4147_46_24.
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Linchenko, A. A. "Core Concepts of History Didactics and Historical Education in Intercultural Perspectives: Review of the International Scientific Conference (Graz, November 11–14, 2020)." Tempus et Memoria 2, no. 1 (2021): 59–65. http://dx.doi.org/10.15826/tetm.2021.1.008.
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The article is a review of the main theoretical discussions of the international scientific conference on history didactics, which was organized at the University of Graz (Austria) at the end of 2020. The results of the conference indicate the presence of transformational processes taking place in history didactics. This is true both in relation to its basic concepts (historical consciousness, historical thinking, historical culture) and the methods of teaching history. The main trends of this transformation can be called the central role of issues of intercultural dialogue and cognition in history lessons, the comprehensive use of the digital environment in teaching history, the migration focus of history education and the widespread dissemination of ethical issues, the history of everyday life in history lessons. It was noted that this aspects are correlated with the development trends of modern memory studies, which gives hope for further correlation and mutual enrichment of the two discourses.
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Haug, Joachim T., and Carolin Haug. "Are there martial art styles that represent natural systems?" Revista de Artes Marciales Asiáticas 10, no. 2 (December 28, 2015): 88. http://dx.doi.org/10.18002/rama.v10i2.3296.
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For didactics, systematically structured teaching contents are desirable, and natural systems would be most comprehensible. We tested whether serrada-escrima styles (SES), a type of Filipino martial arts, represent a natural system. Natural systems are considered to have an inner coherence. This means that based on some elements of the system the other elements can be predicted, based on knowledge of the characteristics of the elements of the system. SES is a good candidate to test this hypothesis, as it embraces only a relatively small set of techniques. It appears that SES indeed represents a natural, coherent system with 12 elements that can be grouped into three also coherent sets, each with four techniques. One basic pre-assumption is necessary to make SES a natural system; this pre-assumption is derived from knowledge of medieval European sword fighting, more precisely Messerfechten. We furthermore discuss indications for the historic background of SES.
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Makiewicz, Małgorzata. "Mathematical Cognition in Metaphors Expressed Through Photography / Matematyczne Poznanie Poprzez Metafory Wyrażone Fotografią." Chemistry-Didactics-Ecology-Metrology 17, no. 1-2 (December 1, 2012): 27–39. http://dx.doi.org/10.2478/cdem-2013-0002.
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Abstract The paper signals the foundations of the new method of teaching mathematics that is currently emerging from the concept of human cognition and the constructivist paradigm. The presented examples of the hermeneutic research conducted for 17 years are concerned with an analysis of the formulated mathematical problems in the language of photographic metaphors. Thoughts expressed through the photographic image and text consisting of the caption and the description (dual coding) reveal the structure of cognitive networks of authors of photographs, which has a special significance in creation of the new didactics that will fulfil the needs of the contemporary photosociety. Mathematical photoeducation free transition between art and mathematics lies on the student’s artistic sensitivity and on enlivening the student’s cognitive expression in a space distant from the classroom (at a lake, in the playground, on the skating ring or during a field excursion to a mineral museum). It utilizes the student’s natural interest in observable natural phenomena and in man-made objects. This kind of creativity, which relies on independent uncovering or constructing of knowledge with the help of a photographic camera, opens the gates to an entirely new space of mathematical didactics, as it brings to students’ awareness specific ways of association leading to accomplishment cognitive processes in relation to abstract mathematical objects.
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Kuzmenko, Nikolai Egorovich, Georgiy Vasilevich Lisichkin, Nikolai Khristovich Rozov, and Oksana Nikolaevna Ryzhova. "A teacher’s almanac first published by MSU’s faculty of chemistry celebrates anniversary." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2014): 72–81. http://dx.doi.org/10.51314/2073-2635-2014-4-72-81.
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This article is dedicated to the tenth anniversary of a “Natural Science Education” Almanac that was started with the help of the International Mendeleev Chemistry Olympiad. Now it is a quite prominent, authoritative and often quoted edition. The Almanac includes a selection of highly informative articles dedicated to the various issues of such spheres as teaching, didactics, educational policies, organization of educational programs (not only for chemistry but also for other natural sciences and mathematics), methods of teaching chemistry in schools, institutes, universities, as well as Olympiads, programs for gifted students and international exchange of experience in education field.
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Lazar, Iuliana, Georgeta Panisoara, and Ion-Ovidiu Panisoara. "ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL." Journal of Baltic Science Education 19, no. 3 (June 10, 2020): 429–53. http://dx.doi.org/10.33225/jbse/20.19.429.
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This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior. Keywords: digital storytelling tool, natural sciences didactics, technology education didactics, pre-service teachers’ digital age, pre-service teachers’ status, TAM model.
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Kunert, Günter, and Gerald Chapple. "Natural History." Grand Street, no. 73 (2004): 96. http://dx.doi.org/10.2307/25008733.
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Canavan, Tony, Éamon de Buitléar, Paul Sterry, Éanna Ní Lamhna, and Samuel Hayes. "Natural History." Books Ireland, no. 274 (2005): 59. http://dx.doi.org/10.2307/20624134.
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Dunkerley, H. "Natural History." Interdisciplinary Studies in Literature and Environment 6, no. 1 (January 1, 1999): 133–34. http://dx.doi.org/10.1093/isle/6.1.133.
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Rose, Meredith. "Natural History." Harrington Lesbian Fiction Quarterly 2, no. 1 (January 1, 2001): 143–52. http://dx.doi.org/10.1300/j161v02n01_13.
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Borsari, Bruno. "NATURAL HISTORY." American Biology Teacher 73, no. 5 (May 1, 2011): 296. http://dx.doi.org/10.1525/abt.2011.73.5.12.
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Weinstein, Stuart L. "Natural History." Spine 24, no. 24 (December 1999): 2592. http://dx.doi.org/10.1097/00007632-199912150-00006.
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