Artículos de revistas: "Didactics : some teaching strategies"

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Martinez Abarca, Sonnia Carlota, Gioconda Monserrate Aviles Villon y Ana María Maruri Orellana. "Using Content-Based Reading Materials for Academic Reading". RECIMUNDO 1, n.º 4 (24 de septiembre de 2017): 730–43. http://dx.doi.org/10.26820/recimundo/1.4.2017.730-743.

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This text explores the conceptual developments useful as theoretical support to the Project “Metacognitive Strategies in the Teaching and Learning of Reading”, which are related to the notion that reading underlies the work, the strategies (cognitive and metacognitive) and its role in the reading didactics; moreover, some aspects showed are related to the didactic design proposal, the unit didactic, the didactic planning, and the elements that constitute it.

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Serón Torrecilla, Francisco Javier, Ana de Echave Sanz, Carlos Rodríguez Casals, Eva M. Terrado Sieso, Jorge Pozuelo Muñoz y Esther Cascarosa Salillas. "Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training". Education Sciences 14, n.º 11 (4 de noviembre de 2024): 1213. http://dx.doi.org/10.3390/educsci14111213.

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Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented.

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Lachachi, Djamel Eddine. "Grammaire et DaF - Grammaire et Enseignement de l'Allemand ou Rapports existant entre Linguistique et ELE". Traduction et Langues 12, n.º 2 (31 de diciembre de 2013): 50–63. http://dx.doi.org/10.52919/translang.v12i2.667.

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Grammar and DaF: grammar and Teaching German or links between linguistics and German Teaching In foreign language teaching as in other subjects, several disciplines can be used (sometimes unconsciously), especially those called "neighboring disciplines" of Linguistics: here we are talking about psycholinguistics, sociolinguistics, contrastive linguistics, linguistic geography or dialectology, narrative and textual linguistics, language learning strategies and techniques and language didactics. The aim in this paper is to show the relationships or existing relationships between these different disciplines in a grammatical context or in other words: to show the existing relationships between Linguistics and foreign language teaching through grammar while evoking some links with learning strategies and techniques. Didactics for young people and for younger learners should not be too different from that for adults, when it comes to the system. The main goal of any mediation of system is to make possible correct analogies and to avoid false analogies. This is possible for a first time with a reduced grammar and a minimum vocabulary (lexicon).

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Bassi, Francesca. "Dynamic clustering to evaluate satisfaction with teaching at university". International Journal of Educational Management 32, n.º 6 (13 de agosto de 2018): 1070–81. http://dx.doi.org/10.1108/ijem-07-2017-0162.

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PurposeThe purpose of this paper is to measure students’ satisfaction with the didactics in a large Italian university, that of Padua, giving special attention to its evolution over time in consecutive academic years. The overall level of the quality of the didactics is examined and its change over time is modeled. Moreover, the effect of courses’ and teachers’ variables on it is estimated.Design/methodology/approachLatent cluster class models and mixture latent class Markov models are estimated in order to identify groups of courses that are homogeneous for the level of the quality of the didactics. Evolution over the three academic years of satisfaction is monitored. The effect on the clustering and its dynamics of potential covariates is also examined.FindingsResults of model estimation reveal some interesting evidences that are important indications for the university management to define targeted strategies to elevate teaching quality.Originality/valueThe paper gives its original contribution both on the side of methods applied to analyze data collected with students evaluation of teaching and on the evidences obtained for a large university.

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Suárez-Ramos, Josmary Celinda. "Importancia del uso de recursos didácticos en el proceso de enseñanza y aprendizaje de las ciencias biológicas para la estimulación visual del estudiantado". Revista Electrónica Educare 21, n.º 2 (23 de abril de 2017): 1. http://dx.doi.org/10.15359/ree.21-2.22.

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This article aims to conduct a literature review on documentary sources approaching aspects related to the importance of the use of didactic resources in the teaching and learning process of biological sciences. The paper focuses on the visual stimulation of students, and considers important information in the field of biological sciences, pedagogy and didactics. Through a systematic review, bibliographical and electronic sources were selected; they were published in a period from 1983 to 2013. The article describes some of the main didactic resources producing greater visual impact in the students and turning into meaningful learning through their incorporation into the cerebral cortex. Findings suggest that the individuals’ learning is mediated by the nervous system and the sensory organs. Likewise, studies have verified that the sense of sight is the system of primary representation for most human beings, and the teaching strategies combining vision with hearing have considerable possibilities of being more effective. It is concluded that the use of adequate didactic resources is indispensable to optimize students’ learning in terms of content in the area of biological sciences. So it is recommended that teachers consider these realities when planning strategies to teach their classes.

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Gómez, Norman y Jorge Iván Gómez. "An Approach to Translation Didactics of English-Spanish Scientific and Technical Texts". Íkala, Revista de Lenguaje y Cultura 16, n.º 1 (14 de abril de 2011): 135–63. http://dx.doi.org/10.17533/udea.ikala.8658.

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This article shows some reflections obtained from the project ''Approximation to the translation of scientific and technical texts''. The project was carried out following these steps: search and selection of curricular information and readings about translation as a theoretical support for the proposal; creation of the Handbook for Teaching Translation of Scientific and Technical Texts: English/ Spanish, including its learning portfolio to evaluate its workshops; testing of some workshops and implementation of strategies for its divulgation. This project evidenced the shortage of programs for studying translation of scientific and technical texts in Colombia; the lack of consensus in the conceptualization of the text types referred as specialized languages and the need for revising the rigid structure followed, in general, by the existing translation handbooks. This handbook can be used in different translation settings, thanks to the universality of the technical and scientific languages and to the features it presents. However, it is necessary to continue testing its results in different settings in order to deepen in the research of the didactics of translation.

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Gherman, Oxana. "Strategii interactive de predare a textului liric". Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 44, n.º 1 (2020): 31–46. http://dx.doi.org/10.46727/jshs.2020.v44.i1.p31-46.

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This article contains a series of methodological recommendations for teaching lyrical texts at Romanian language and literature lessons. There are presented in a systematic way different didactic strategies and landmarks for organizing lessons, taking into account the process of learning/ understanding the lyric text in several fundamental stages: pre-reading activities (which ensure the emotional and intellectual preparation of the students for the process of decoding the studying text), various methods of reading poetry at the lesson and postreading activities (analysis, interpretation, evaluation and integration). For each stage of the didactic approach are proposed some interactive methods of working with the lyric text which facilitate the reception of the poetry by the students and stimulate their cognitive, affective and creative involvement in the working process.

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Kucharczyk, Radosław y Krystyna Szymankiewicz. "(Re)construire le sens à travers les activités de médiation – point de vue des enseignants sur la médiation en classe de langue étrangère en Pologne". Romanica Wratislaviensia 69 (28 de noviembre de 2022): 39–51. http://dx.doi.org/10.19195/0557-2665.69.4.

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The objective of our study is to verify to what extent the mediation activities as well as its strategies presented in the CEFR VC are the subject of foreign language teaching in Poland. Initially, to mark out the field of our research, we find it essential to examine the notion of mediation in the context of the foreign language didactics. Second, we will try to answer the following question: how can we operationalize this notion in the practice of teaching FL? To this end, we will review the different types of mediation activities listed in CEFR VC (2018) and we will present the results of a survey carried out among foreign language teachers in Poland in order to find out whether they use meditation activities in their classroom practice, and if so, to what extent. The results of our analyses will allow us to identify the state of play with regard to the teaching of mediation in the Polish educational context as well as to formulate some recommendations for teachers and leads for future research to follow.

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Baltag, Dumitru. "Some Reflections on the Environment of Reality and Modern Technologies Evolving in the Study of Law". Studii Juridice Universitare, n.º 1 (abril de 2024): 55–73. http://dx.doi.org/10.54481/sju.2023.1.04.

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An advanced university methodology is a response to modern general and particular didactic challenges that is conditioned by an effective and indisputable exploitation of modern methodological resources. Incorporating recent data from socio-psycho-pedagogical research, the current university methodology, in addition to classic, traditional strategies and methods, includes modern strategies and methods of teaching-learning-evaluation, but especially new ways of exploring the best-known traditional methods: the debate , heuristic conversation, problematization, case study, etc. and other methods of individual investigation and indirect exploration. The objective of this study is to analyze the impact of professional thinking styles on legal teaching and training methods in law schools. In this article, we define what teaching methods are, explore new types of teaching methods, review the benefits of these methods, and offer some tips for doing so successfully. We summarize the literature and recent thinking on the role, form and practices of modern university teaching in the digital age.

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Achab, Djamila. "Les Stratégies d’Enseignement/Apprentissage dans l’Enseignement du FLE à l’Université". Traduction et Langues 15, n.º 1 (31 de diciembre de 2016): 154–59. http://dx.doi.org/10.52919/translang.v15i1.721.

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Teaching/Learning Strategies in the Teaching of French as a Foreign Language at University The establishment of the new university reform took place in 2004, it advocated changes in the teaching/learning strategies, in the classroom practices, in evaluation processes, and in the development of a new system called "credits" teaching units. A few years later, the situation expected that these changes are mostly non-existent, just a utopian view. So, what are the strategies implemented by the actors of university education? Are they sufficient and adequate for effective learning teaching? These questions will receive answers in the Current research paper. the results obtained after quantitative and qualitative analysis of teaching and learning strategies showed that teachers and learners only used very few strategies. For teachers, only two strategies: oral presentation and group work were exploited compared to the existing strategies that could be exploited for development purposes to allow students access to empowerment. As far as students are concerned, only the cognitive strategies and in particular that of repetition, which allows memorization, is the mostly used. The major concern today is to be able to set up a teaching of strategies appropriate to the task, in connection with the teaching of the content. However, the acquisition of a repertoire of varied and effective strategies is undoubtedly the most difficult to act. Indeed, the type of pedagogical interventions to be implemented is the one that most closely matches traditional teaching tasks. Two elements must be considered when planning an intervention on strategies: the choice of the strategy you want to develop and the way in which you will teach it. In short, it would be appropriate to teach a strategy, in the same way as one would teach a piece of content, by respecting the stages of a typical learning process. One of the proposals was tutoring, this innovative strategy in itself, not having been taught to tutors and therefore, non-existent in training plans, cannot be transmitted to learners. The tutor, when exists in some universities, finds hismself in a situation of clogging to develop learning situations to help his students to develop their learning. The notion of learner-centeredness, specifically in the French as a foreign language class, perceived as a key element helping to achieve learner autonomy, has not had the place it deserves. The analysis of the practices developed in this type of classroom observation device and the definition of corresponding training practices involve the development of instruments and references articulating the fields of the sciences of education with those of the different disciplines and their didactics. From tehse results, we can say that the success of this new reform can only be achieved with adequate training of trainers, including the learning of strategies for both teachers and students. Also, it is prerequise to share the responsibility between teacher, student and administration for the application of this new reform that is the "LMD" system.

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Latorre, Genny Bonilla y Ernesto Puertas Moya. "LA ENSEÑANZA DE E/L2 A MUJERES INMIGRANTES. REFLEXIONES EN TORNO A UNA EXPERIENCIA DOCENTE. TEACHING SPANISH AS A SECOND LANGUAGE TO INMIGRANT WOMEN. REFLECTIONS ABOUT CLASSROOM EXPERIENCES". Culture Crossroads 15 (9 de noviembre de 2022): 63–73. http://dx.doi.org/10.55877/cc.vol15.189.

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The article aims to reflect on the challenges of teaching Spanish to immigrant women and what devices and teaching strategies could make this teaching more effective. Specially, we will analyze the specific needs of adult immigrant women who face learning Spanish as a non-native language, and we will pay special attention to the influence of affective factors on their learning process. Finally, we will offer some didactic strategies that can be useful in the classroom of adult immigrant women to facilitate not only linguistic acquisition, but also the integration of the students in the new host society.

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Marfuah, Didi Suryadi y Turmudi. "Mathematics Teachers’ Interviewing Strategies for Diagnosing Students’ Learning Obstacles". JPI (Jurnal Pendidikan Indonesia) 12, n.º 2 (27 de junio de 2023): 325–39. http://dx.doi.org/10.23887/jpiundiksha.v12i2.57042.

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The teachers' awareness of students' learning obstacles is crucial in the reflective practice of developing effective didactic designs. The reflective practice of in-service Indonesian mathematics teachers in diagnosing students' learning obstacles is rising. However, despite the importance of diagnosing students’ learning obstacles for developing the teaching profession, there is little research evidence supporting strategies for mathematics teachers in Indonesia in diagnosing student learning barriers through the interview process. The purpose of this study is to analyze the interviewing strategies that mathematics teachers use in order to diagnose students’ learning obstacles. This research is a qualitative case study and employs thematic-content analysis. In-service high school mathematics teachers from three provinces in Indonesia to participate in this study. This study used video recordings of teachers conducting interviews to investigate students' learning obstacles, triangulated with teachers' reports. This findings show that the teachers' two main strategies are social-emotional and didactical-pedagogical strategies. This study present our expanded explanation of each strategy, as well as some suggestions for further research, intending to assist in establishing a culture of reflective practice among mathematics teachers as part of teachers' professional development.

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Simion, Cristina y Rodica Gabriela Enache. "Improving teaching and learning activities in subjects from “Human and society” curricular area at secondary school level. Case study for a school in Romania". Technium Social Sciences Journal 36 (8 de octubre de 2022): 151–56. http://dx.doi.org/10.47577/tssj.v36i1.7507.

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The present article is an analysis of some efficient didactic strategies for the teaching-learning activities in subjects from “Human and Society” curriculum area at Secondary school and a presentation of a quasi-experimental psychological-pedagogical research that had the objective to measure the effects over students’ performances in subjects from “Human and Society” curricular area following the participation of teaching staff training programs and international mobility.

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Véliz Salazar, Miriam Iliana y Victoria Eugenia Gutiérrez Marfileño. "Teaching models on good teaching practices in virtual classrooms". Apertura 13, n.º 1 (26 de marzo de 2021): 150–65. http://dx.doi.org/10.32870/ap.v13n1.1987.

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The study of good educational practices in virtual classrooms is focused on knowing the characteristics of pedagogical experiences that have been successful for the achievement of learning. However, in the studies published to date, a coincident approach that integrates the characteristics that distinguish good practices and the traits that are relevant to assess pedagogical interventions in virtual classrooms is not identified. Faced with this situation, this paper presents a comparative analysis of teaching models on good educational practices in virtual education, to identify the characteristics of effective practice. A bibliographic review consisting of 11 proposals and 25 evaluation features is synthesized; in which it was found that continuous feedback, interactivity, knowing the student’s needs, multisensory teaching materials and promoting active learning are some of the most successful practices. Based on these results, it is concluded that the characterization of good educational practices in virtual classrooms is more focused on pedagogical strategies than on the technological supports of virtual education, therefore, the interest of teachers considered effective in their practice, is inclined towards their didactic and academic specialization.

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Cabero-Almenara, Julio, María Luisa Arancibia y Annachiara Del Prete. "Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use". Journal of New Approaches in Educational Research 8, n.º 1 (15 de enero de 2019): 25–33. http://dx.doi.org/10.7821/naer.2019.1.327.

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Higher education institutions at the international level have seen the need to adopt and integrate information and communication technologies to meet the opportunities and challenges of innovation in teaching and learning processes. This logic has led to the implementation of virtual learning environments called ‘Learning Management Systems’, the functionalities of which support flexible and active learning under a constructivist approach. This study measured didactic and technological use of Moodle and its implications in teaching from a quantitative approach by administering a questionnaire to a sample of 640 higher education teachers. Some guiding questions were as follows: Are teachers using the Moodle platform for didactic purposes? What strategies, resources and tools are teachers using, and what do they contribute to student-centred teaching? Are teaching strategies that are focused on collaboration, interaction and student autonomy promoted? The results coincide with those of other studies, confirming an instrumental and functional use of the platform, which is mainly being used as a repository for materials and information, while its pedagogical use remains limited. This is becoming a problem in higher education institutions, something that requires debate and reflection from a systemic perspective on the adoption and integration of technology in the classroom.

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Grozavu, Daniela Monica. "ADDRESSING INTERDISCIPLINARY OF MUSIC". Review of Artistic Education 27 (1 de abril de 2024): 135–42. http://dx.doi.org/10.35218/rae-2024-0016.

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Didactic strategies combine all the elements of the educational process, being a way of combining and chronologically organizing the set of methods and means chosen to achieve certain didactic objectives. This way,, the didactic strategy is expressed in organic units of methods, procedures, educational means and ways of organizing/achieving the learning process, i.e. head-on, in groups and individually [Potolea, D. The teacher and the strategies of learning management. Bucharest: Academy Publishing House, 1989, p. 146]. From the given perspective, we would like to mention that the didactic strategy unifies, integrates and brings together learning tasks with learning situations, creating a complex and logical system structured by means, methods, materials and other educational resources aimed at achieving certain objectives, which constitute a extremely necessary aspect in any pedagogical action, which finds its central place in the educational process. This is due to the fact that the design and organization of a lesson takes place in close connection with the strategic decision of the teaching staff and, therefore, it is designed as a complex didactic scenario, in which the actors of the educational act - of teaching-learning are involved, the conditions in which it is carried out, the objectives and the proposed methods. This way, the strategy determines the most appropriate, logical and efficient methodical itinerary for approaching a concrete teaching-learning situation, avoiding some errors, risks and unwanted events that may appear in the activity of the teaching staff.

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Nobre, Ana y Jasete Maria da Silva Pereira. "Didactic-Pedagogical Approaches in e-Learning: Teaching Authorship, Multireferential Methodology, and Gamification". Educación y Educadores 23, n.º 1 (13 de abril de 2020): 31–46. http://dx.doi.org/10.5294/edu.2020.23.1.2.

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In this educational research study, we reflect on the possibilities of combining teaching authorship in e-learning, multireferentiality, and gamification from a didactic-pedagogical perspective. We intend to bring up some contributions of Jacques Ardoino’s multirreferential approach to understand social phenomena within the field of education, specifically focusing on some epistemological developments. We base our research on theorists who discuss these themes and, to reveal possible similarities, the first part of the text brings consolidated reflections on these authors. Besides, we highlight the common characteristics between the Multireferential Approach and Online Teaching Authorship/Virtual Environment. Then, we present the analysis of Didactic Categories (Theoretical Reflections) and data generated by the subjects that attended a curricular unit planned with amplificativo-oriented methodological strategies. We adopt a qualitative research approach using an online questionnaire, a technique that supported the content analysis of the participants’ contributions. It is concluded that the epistemological harmony of the triad shows signs of promoting the expansion of the student’s knowledge.

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Marin, Matias A. y Luisa De la Pava. "Conceptions of Critical Thinking from University EFL Teachers". English Language Teaching 10, n.º 7 (30 de mayo de 2017): 78. http://dx.doi.org/10.5539/elt.v10n7p78.

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Critical Thinking has become an educational and social ideal. English as a Foreign Language (EFL) teaching has not been apart from the discussion on the importance of implementing Critical Thinking into the educational process. However, research on Critical Thinking has broadly been carried out in other fields of knowledge rather than in EFL. Therefore, this study aimed to comprehend the conceptions university English teachers had about Critical Thinking in order to get a wider understanding on the way it has been conceived in EFL in relation to its concept, traits, promotion and assessment. Content Analysis, as a qualitative process of analysis and source of information, interpretations and conclusions, was the method adopted. The software Atlas.ti was the tool implemented to analyze the information. The results revealed that there is some agreement on the conception of Critical Thinking as a set of cognitive skills for problem-solving and reflective learning. Nevertheless, EFL teachers brought about their deficiency in understanding on what Critical Thinking entails. Thus, they emphasized the need of training on topics such as teaching, learning, didactics, methodology, strategies and resources to foster Critical Thinking in EFL. Based on teachers’ participation in this study and the literature consulted, it was concluded that Critical Thinking in EFL is compound of communicative competence, creativity, argumentation, problem-solving, decision-making, autonomous learning, metacognition and emotions.

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Kertaeva, Z. "Didactic and Practical Value of Metacognitive Skills in EL Classrooms". Bulletin of Science and Practice 6, n.º 6 (15 de junio de 2020): 269–73. http://dx.doi.org/10.33619/2414-2948/55/35.

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The article discusses the importance of metacognitive strategies in teaching reading in higher education using media materials. This is put forward in theoretical part of the article referring to a number of scholars who previously studied the issue. Practical part deals with analyzing the problems supposed to arise if students are not aware of and do not use metacognitive competence; and suggesting some guidelines about how EFL teachers can help students to develop that competence.

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Simić, Olivera. "On discalculia in mathematics teaching". Metodicka praksa 25, n.º 1 (2022): 120–27. http://dx.doi.org/10.5937/metpra2201120s.

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Specific learning difficulties are increasingly the focus of consideration in modern mathematics education. The paper presents a theoretical analysis of the most significant difficulties in learning mathematics, where special emphasis is placed on dyscalculia. The aim is to shed light on the basic features and specifics of dyscalculia in mathematics teaching. The structure of this paper consists of three parts. First, the basic determinants of dyscalculia are presented. Secondly, it was determined how and in what way to recognize this difficulty in teaching mathematics in students. Third, some recommendations are presented through which reliable strategies can be created to help students with dyscalculia. Considering the analysis of relevant professional and scientific literature, it was concluded that learning difficulties should not be neglected by both teachers and parents, but should be approached in an adequate way in order to mitigate and overcome them. A variety of didactic materials and mathematical games play a significant role in working with students diagnosed with dyscalculia.

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Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen y Jill Whittingham Jill Whittingham. "Intrument for Evaluating Didactical Performance of Clinical Skill Laboratory Teachers". Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 2, n.º 2 (31 de julio de 2013): 85. http://dx.doi.org/10.22146/jpki.25156.

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Background: There are some studies about strategies for clinical skills teachers and criteria for effective teaching in a Skills lab. However, there isn’t an established instrument yet to evaluate clinical skills teacher’s didactical performance while facilitating skills learning. The aim of this study was to develop an appropriate instrument to evaluate clinical skills teachers’ didactical performance.Method: A preliminary instrument was developed based on recent available literatures. This instrument was applied by students, to quantitatively evaluate didactical performance of skills teachers who teach a certain skill. Then focus group discussions (FGD) were conducted. The results of both procedures were compared.Results: 255 first year medical students participated (response rate: 91%). There was significant difference between students’ judgments of clinical teacher’s (specialist) and Skills lab teacher’s (general practitioner) didactical performance (p<0.05). Cronbach’s alpha of the instrument turned out to be .95, indicating a high homogeneity. All items contributed to this measure of reliability. This quantitative finding was supported by qualitative resultsConclusion: The questionnaire developed is valid and reliable. It can be concluded that characteristics of a proper instrument for evaluating clinical skills teachers’ didactical performance encompass didactic skill, interpersonal & communication skills and condition/strategy of skills training.

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Milošević, Danijela, Nevena Trifunović y Bisera Jevtić. "Pupils’ Avoidance Strategies in Mathematics and their Perception of the Teachers’ Performance and Mastery". International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 12, n.º 2 (31 de agosto de 2024): 283–93. http://dx.doi.org/10.23947/2334-8496-2024-12-2-283-293.

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The aim of this research was to examine the attitudes of pupils about avoidance strategies in mathematics and their perception of the way mathematics teachers work. The research was conducted in the Republic of Serbia on a sample of 1165 primary school pupils. A quantitative approach was applied with a standardized instrument made up of five subscales which examined three avoidance strategies (novelty avoidance, providing assistance and self-handicapping) and two categories which include the style and method of the teacher’s work (targeted structured teaching and mastery). The results have shown that pupils are mostly inclined towards the novelty avoidance strategy. The research has also revealed some differences when it comes to pupils’ attitudes about avoidance strategies and their perception of the teacher’s approach in relation to their success at school and grade levels in mathematics. It was shown that the school location was a significant independent variable in determining the differences in pupils’ perceptions of the mastery of the teacher. It can be concluded that good didactic methodical organization of teaching, continuous monitoring of pupil progress, the teacher’s pedagogical approach, developing pupils’ skills in overcoming learning difficulties and monitoring their own work are some of the primary prerequisites for overcoming avoidance strategies and improving the educational work of teachers.

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Nasre-Nasser, Raif Gregorio, Gislaine Alves de Oliveira, Maria Flavia Marques Ribeiro y Bruno Dutra Arbo. "Behind teaching-learning strategies in physiology: perceptions of students and teachers of Brazilian medical courses". Advances in Physiology Education 46, n.º 1 (1 de marzo de 2022): 98–108. http://dx.doi.org/10.1152/advan.00134.2021.

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The teaching-learning process must constantly overcome the barriers imposed by rapid scientific and technological advances, as well as changes in the profiles of students and access to information. This study intended to analyze the perceptions of students and professors of medical courses of the teaching-learning strategies used in physiology at different Brazilian universities as well as the factors that influence or hinder the learning of this discipline. Questionnaires were analyzed from 174 students and 16 professors of physiology from medical courses of 20 higher education institutions (public and private) in a southern Brazilian state. The teaching strategies most used by physiology teachers coincided with the classroom activities that students consider to have the greatest contribution to their learning (expository classes/lectures, tests and questionnaires, problem-based learning/clinical case studies, and demonstrative/practical classes). It was also evidenced that teachers’ didactic is considered as a very influencing factor for the students during their learning process, whereas the teachers pointed out daily pedagogical practice as the most relevant factor in the development of their skills within the classroom. In addition, some factors hindering the teaching-learning process of physiology were identified by the respondents, such as large amounts of information, little time for study outside the classroom, previous knowledge, and intrinsic difficulty of the discipline. Finally, students tended to study alone and generally used teachers’ slides and their own notes as study materials. The continuous assessment of the perceptions, needs, and difficulties of students and teachers plays an essential role in improving the teaching-learning process.

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Lin, Galvin Sim Siang, Wen-Wu Tan, Hung-Jia Tan, Chia-Wee Khoo y Kelvin I. Afrashtehfar. "Innovative Pedagogical Strategies in Health Professions Education: Active Learning in Dental Materials Science". International Journal of Environmental Research and Public Health 20, n.º 3 (22 de enero de 2023): 2041. http://dx.doi.org/10.3390/ijerph20032041.

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Dental materials science education is frequently delivered via traditional didactic lectures in preclinical dental programs. This review aimed to appraise the current evidence on innovative pedagogical strategies in teaching dental materials science courses. English-language articles on teaching methods for dental materials science published between January 1990 to October 2022 were searched in nine online databases (Google Scholar, PubMed, Web of Science [WoS], Science Direct, Cochrane Library, EBSCO, LILACS, Open Grey, and EMBASE) according to PRISMA guidelines. The risk of bias (RoB) was assessed using the Cochrane RoB-2 and ROBIN-I tools, whereas the level of evidence was determined based on the OCEBM guidelines. Only 12 primary studies were included. Two randomized studies (RCTs) were deemed as being of “some concern,” and one showed a high risk of bias (RoB). Three non-randomized controlled studies (NRS) demonstrated a moderate RoB, whereas the remaining seven were low. Most studies were ranked at Levels 2 and 3 of evidence. Several innovative pedagogical strategies were identified: flipped classrooms, clinical-based learning, computer-assisted learning, group discussion, microteaching with the BOPPPS (bridge-in, learning objective, pre-test, participatory learning, post-test, and summary) model, and game-based learning. The evidence suggested that students generally showed positive perceptions toward these pedagogical strategies. Dental educators should revise their current undergraduate dental materials science curricula and integrate more effective teaching methods.

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Silva, Marden Oliveira y Danielle Carolina Da Silva Guerra. "A Genre-Based Approach to the Teaching of Pronunciation". LínguaTec 5, n.º 2 (20 de noviembre de 2020): 46–61. http://dx.doi.org/10.35819/linguatec.v5.n2.4612.

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Pronunciation teaching hasn’t been paid enough attention by teachers regarding ESL contexts. In particular, segmental and suprasegmental features through genre-based approach may be an opportunity on how to integrate pronunciation into a more meaningful learning practice. Therefore, the aim of this project was to carry out a survey on some aspects related to English pronunciation that Brazilian students consider more difficult to learn, thus enabling the discussion of strategies that can facilitate the development of oral skills in English classes by integrating the teaching of phonetic-phonological aspects into the genre-based approach. Notions of intelligibility, fluency and accuracy were proposed by some authors as an ideal didactic sequence. Basic learners should be exposed to activities focused on the notion of intelligibility as well as intermediate students to the notion of fluency, and finally more advanced ones to accuracy practices. Data were collected during three high school English classes at Federal Center for Technological Education of Minas Gerais (CEFET-MG), in Brazil, through questionnaires and didactic activities, which were recorded and transcribed for further analysis. The genre ‘debate’ was chosen to facilitate the participants’ oral expression in a more flexible way, making them answer questions and give their opinion about a previously selected topic. Students demonstrated more difficulty with some aspects than others. Many of the intelligibility aspects analyzed had to be listened to more than once for a better understanding. Intermediate students’ speeches were considerably easier to understand, but they found it more difficult to pronounce the words fluently. Lastly, more advanced learners seemed to express their ideas more fluently, but still subtle issues related to accuracy were perceptible, thereby confirming the proposed hypothesis. It was also seen that using genre-based approach to promote oral communication in English classes might be relevant, considering the socio-communicative function inherent to the approach.

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Guada, Lucia, Lesvia Dirinó, José Álvarez, Misael Ron y Estela Hernández-Runque. "Strategies based on information and communication technologies (ICT), as a didactic tool for the development of the physiotherapy career". Seminars in Medical Writing and Education 4 (1 de enero de 2025): 34. http://dx.doi.org/10.56294/mw202534.

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The present research focuses its interest on proposing strategies based on information and communication technology (ICT), as a teaching tool for the development of the Physiotherapy Career, at a private university. Methodologically, it was framed in a non-experimental field design under the modality of a feasible project. It is concluded that the application of virtual strategies is necessary, considering the current reality marked by the need to implement new methods in accordance with the global processes affected by various socio-cultural phenomena, at all levels and sociocultural strata. Likewise, it was evident that teachers and professionals who perform managerial functions in the Institution under study have some necessary skills for the proper appropriation of ICT and its incorporation into professional performance; however, there are some aspects where certain weaknesses were observed. , therefore it is recommended to apply the proposal that was generated in this research

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Laguna Maldonado, Kevin David y Deyamira Matuz Mares. "El aprendizaje basado en problemas como una estrategia didáctica para la educación médica". Revista de la Facultad de Medicina 63, n.º 1 (10 de enero de 2020): 42–47. http://dx.doi.org/10.22201/fm.24484865e.2020.63.1.07.

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Medical education faces new challenges in the development and acquisition of competencies in medical students, and although there are teaching strategies that can be helpful to reach this goal, PBL is one of the best strategies. In order to take advantage of PBL, it is important to understand the method and the various ways in which it has been implemented, as well as to identify the difficulties and disadvantages of PBL. The objective of this article is to review the PBL method, its advantages and disadvantages, and some frequent mistakes in its implementation, emphasizing the Mexican context. Key words: Medical education; PBL; didactic; competences

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Hlavatska, Yuliia. "Teaching English Through Movies: Theoretical and Pedagogical Aspects". Педагогічний дискурс, n.º 35 (18 de abril de 2024): 24–29. http://dx.doi.org/10.31475/ped.dys.2024.35.04.

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Some theoretical and pedagogical aspects of teaching English through movies are highlighted in the present paper. Its topicality is related to the overall aim set by any foreign language teacher: students’ motivation, their being interested in the educational process and development of communication skills. The basic goal of the article is to point up the most prominent pedagogical strategies the foreign teachers use in language classrooms to activate students in their developing language skills. The subject of the paper is English movies as the pedagogical tool of making a communication process ongoing, firstly, and embracing four language skills (listening, speaking, reading, and writing), finally. The objective and the subject of the article are deeply tied with the outlining the connection of movies with the development of students’ four language modalities; showing the relationship between movies and culture; describing the challenges in using English films in classes; illustrating numerous strategies foreign educators use. Five fruitful strategies (attracting attention, authentic, perceptive, linguistic, and confidential) have been revealed due to linguistic, pragmatic, discourse, socio-cultural and world competence. It is summarized that attracting attention strategy is deeply linked with the challenges both teachers and students deal with. Authentic strategy is associated with several didactic tasks at once (within the framework of competency-based approach). It has been found out the perceptive strategy is identified with teachers’ intentions and objectives they set, on the one hand, and students and teachers’ comprehension of movies being implemented in the educational process to develop language skills, on the other hand. The linguistic strategy is bound with the various grammatical topics which can be presented in English classes with the help of movies. The confidential strategy implies the use of productive and constructive methods to raise students’ confidence in learning English, the audio-visual approach is being noticeable.

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Celestino, Aline de Oliveira, Maria Auxiliadora Freitas dos Santos y Cassiana Mendes de Souza Almeida. "Estágio supervisionado remoto em uma escola pública da zona rural no município de Serrinha: experiências e desafios." Revista Macambira 6, n.º 1 (27 de noviembre de 2022): e061027. http://dx.doi.org/10.35642/rm.v6i1.702.

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O O presente artigo tem como objetivo refletir sobre as experiências vivenciadas durante a aplicação das sequências didáticas a partir do estágio remoto, o qual teve como ação a utilização de metodologias ativas e de jogos digitais e posterior reflexões de seus resultados. As ações foram desenvolvidas durante a vivência do Estágio supervisionado II em uma escola pública da Zona Rural do município de Serrinha-BA no contexto pandêmico causado pela disseminação do vírus da COVID-19. A gestão da escola adotou um aplicativo específico, que consistiu em uma das estratégias que possibilitou o acesso às aulas para os discentes da referida unidade escolar. Neste contexto serão apresentadas duas sequências didáticas com o conteúdo de “Máquinas simples” e “Gases atmosféricos", as quais têm propostas que estimulam a investigação científica. Os resultados obtidos durante a aplicação das sequências didáticas foi a redução da evasão durante as aulas realizadas, em que percebeu-se o envolvimento dos discentes na atuação e devolução das atividades propostas. Dessa forma, esse planejamento foi importante pois norteou o procedimento pedagógico e a aplicação de atividades investigativas e desafiadoras. Algumas sequências tiveram que ser reconfiguradas em virtude da própria dinâmica do ensino e as dificuldades encontradas. No entanto, percebeu-se que o planejamento e atividades diferenciadas podem contribuir com a aprendizagem mesmo em períodos de ensino remoto. Abstract: This article aims to think about the experiences lived during the application of didactic sequences from the remote internship, which had as action the use of active methodologies and digital games and subsequent thoughts of its results. The actions were developed during the experience of the Supervised Internship II in a public school in the rural area of Serrinha-BA in the pandemic context caused by the spread of the COVID-19 virus. The school management adopted a specific app, which was one of the strategies that allowed access to the lessons for the students of that school. In this context, two didactic sequences will be presented with the contents of "Simple Machines" and "Atmospheric Gases", which have proposals that stimulate scientific investigation. The results obtained during the application of the didactic sequences was the reduction of the dropout rate during the classes, in which it was noticed the engagement of the students in the performance and return of the proposed activities. Thus, this planning was important because it guided the pedagogical procedure and the application of investigative and challenging activities. Some sequences had to be reconfigured due to the teaching dynamics itself and the difficulties encountered. However, it was realized that planning and differentiated activities can contribute to learning even in periods of remote teaching. Keywords: Elementary School, Didactics Sequences, Biological Sciences, COVID 19.

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Ferreira, Jodainy Gregorio, Rosana das Graças de Souza y Gisele Barbosa dos Santos. "A case study about action strategies of the PIBID (Scholarship Institutional Program for future teachers) about Geography teaching from the students’ perception". Terr Plural 16 (2022): 1–22. http://dx.doi.org/10.5212/terraplural.v.16.2215873.011.

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This paper discusses the experience gotten on PIBID (Scholarship Institutional Program for Teaching Initiation) from 2018 to January 2020 at the State School Francisco Bernardino in Juiz de Fora city, Minas Gerais. We sought to capture the perception of both the 6th-grade elementary school and freshman high school students and point out alternatives for more attractive classes that would approach their daily lives. Subsequently, it was identified clues of practical and theoretical alternatives for materials making and didactical methods that would provide dynamism to the content discussed in the 6th-grade classes. The main notes for more attractivity were the thematic closer to the students’ daily lives; better exposure of social and natural phenomena of the environment they live in; more extracurricular (outside school) activities. Some workshops were performed back in 2019 like poetry and music; “the globe in your hands”; the Landscape Geographic Game; the elaboration of the Francisco Bernardino’s School Atlas; fieldworks like a field trip to the UFJF (Federal University of Juiz de Fora) Climatological Station; and the study of the relief and its interaction with the urban area of Juiz de Fora City, using models and maps for that. It has been concluded that the elaboration of didactical activities set for geography teaching, taking as reference the school students’ interests linked to the “PIBIDians” academic knowledge, has significantly contributed to a more fluid Teaching-Learning process.

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Rodrigues, Olira Saraiva. "Letramento Académico: prática cultural discursiva". Prisma.com, n.º 42 (2020): 105–16. http://dx.doi.org/10.21747/16463153/42a7.

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This article aims to discuss the respect for the need for didactic and pedagogical strategies in relation to academic teaching, in the understanding of university students, as subjects of language, with values and identity marks. A proposal of this research is theoretically theoretical or academic literacy, as well as launching some perspectives, from the possibilities of appropriation practices in the university environment by academics. The study aims to collaborate with the construction of knowledge that interferes and will (re) mean the process of academic literacy, through reflections, for students who are builders of their only speeches and not only reproducers of legitimate speeches. Methodologically, a research carried out in bibliographic and descriptive studies, with a qualitative approach. Therefore, an epistemological analysis based on Foucault (1996), Orlandi (1988) and Rodrigues (2009) for the notion of discourse; Soares (2009) for teaching and Lea and Street (2014) for academic teaching.

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Grabowska, Monika. "Les dictionnaires dans l’apprentissage du fle en pologne : état des lieux". Romanica Wratislaviensia 63 (11 de octubre de 2016): 53–67. http://dx.doi.org/10.19195/0557-2665/63.5.

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USE OF DICTIONARIES IN TEACHING FRENCH AS A FOREIGN LANGUAGE IN POLAND: BASELINE STUDY The paper focuses on the use of the dictionaries in the context of French as a foreign language in Poland. We assume, according to the Common European Framework and some other theoretical studies, that a dictionary is not only a learning tool but also a text which implies strategies of use. Consequently we consider that the learners should be provided with full-fledged dictionary skills which would make them able to explore the totality of linguistic and cultural richness of a dictionary. Unfortunately, we can prove that the use of dictionaries particularly the monolingual ones is not frequently integrated as a didactic goal in the French handbooks. Eventually, the analysis of 133 students’ surveys highlights some of the shortcomings and deficiencies in their practice of monoligual dictionaries. Their linguistic biographies emphasize the need of teaching advantages and disadvantages of different kinds of dictionaries and the special features of their micro- and macrostructure.

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Nizhina, L. y A. Zykova. "Didactic technologies for the development of intellectual skills of junior students in the process of learning French". Pedagogy and Psychology of Education, n.º 4, 2019 (2019): 119–32. http://dx.doi.org/10.31862/2500-297x-2019-4-119-132.

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Intellectual skills contribute to self-development and form the basis of professional competence of a specialist needed for adaptation to the conditions of life in the era of modern rapid renewal of knowledge. In this connection, the authors analyze non-linguistic factors and language mechanisms, which, in turn, in the age of "information explosion" are the main causes of errors in structuring information. The article offers some guidelines for the use of certain didactic technologies and cognitive strategies on the development of intellectual skills of students in higher education in the study of various aspects of the French language. The presented methods were successfully integrated into the process of teaching junior students at the Military University of the Ministry of Defense of the Russian Federation. Special attention is paid to the role of the teacher as a facilitator of language teaching and the guarantor of the latter’s success.

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Almaguer, Arisdorgan Diéguez, Freddy Patricio Ajila Zaquinaula, Tatiana María Velázquez Ramírez y Irina Reyes Martínez. "Las Tic En El Proceso De Enseñanza Aprendizaje". European Scientific Journal, ESJ 13, n.º 34 (31 de diciembre de 2017): 269. http://dx.doi.org/10.19044/esj.2017.v13n34p269.

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The objective of this article is to contribute to the successful incorporation of ICTs in the teaching - learning process as a means of teaching and analysis. At the same time, as seen in this process, they can contribute in making the content of other subjects meaningful and in developing metacognitive strategies in the students. All of these is possible through constructivist foundations and the cultural historical approach of Vygotsky. As a result, the theoretical, empirical, and statistical methods are used according to the research. The main characteristics of the ICT were highlighted, as well as their advantages and disadvantages. Then, methodological treatment on some contents of Mathematics as examples were given. Finally, a didactic model that synthesizes the double role of ICT and that highlights the role of the main actors in the act of teaching and learning was proposed. It, however, addresses the importance of cooperation and multidisciplinary work in achieving the objectives of the study.

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Iațeșen, Loredana Viorica. "6. Teaching Strategies Employed to Approach a Postmodern Opus. Recital I (For Cathy) by Luciano Berio". Review of Artistic Education 19, n.º 1 (1 de abril de 2020): 34–45. http://dx.doi.org/10.2478/rae-2020-0006.

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AbstractThe difficulties encountered by any history of music teacher when tackling postmodern repertoire is a well-known fact. Doubts are only natural. For instance, of the innumerable creators belonging to different cultures, which would be the relevant composers? Furthermore, when finally choosing one representative, on which of his/her works should one focus? And after one particular piece of selected, what is the best way to teach the scientific arguments required for its perception? When the chosen opus fails to distinguish itself through the direct expressiveness of its language, what should one do? What are the works of music considered to be exquisite in terms of technique and expression, with an actual impact on the teaching field? This approach is all the more tedious as the specialized teacher is faced with the lack of any immediate feedback about the importance of some music, as the biggest impediment is the music score itself, which becomes gradually accessible, after numerous auditions and explanatory comments. Therefore, the purpose of this research was to achieve the teaching approach of an opus with direct expressiveness composed during the last decades of the last century: Recital I for Cathy by Luciano Berio. An innovative mezzo soprano and 17 instruments score, which promotes the subtleties existing either in the relationship between themes, dramaturgy and language, or in the correspondence between text and sonority. These are some of the aspects that we intend to tackle in order to help our students understand the postmodern phenomenon by means of Berio’s inclusive and synthetic vision. In order to ground our scientific approach, we rely on the well-known quotation technique used by the creator, which, by recalling apparently disparate music, facilitates the process of didactic demonstration. The actual quotation or allusion to different sonorities constitutes a challenge in discovering the general and particular meanings of sound dramaturgy, but especially the deep meanings of the emotional reception of the opus.

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Bassi, Francesca. "Students’ satisfaction in higher education: the role of practices, needs and beliefs of teachers". Quality Assurance in Education 27, n.º 1 (4 de febrero de 2019): 56–69. http://dx.doi.org/10.1108/qae-05-2018-0061.

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Purpose The purpose of the paper is the analysis of the evolution of students’ satisfaction over time in a large Italian university and the effects on it because of some characteristics of the teachers: didactic practices, beliefs and needs with regard to teaching and learning. Design/methodology/approach The first step of the analysis identifies a latent construct, measured with items composing the questionnaire, and proposes a reduced set of indicators to measure satisfaction and to model its evolution over time (information collected in three consecutive academic years is available). A second step clusters teachers in homogenous groups with reference to their opinions, beliefs and needs, collected with a new survey conducted at the University of Padova, with the aim of developing strategies to support academic teachers. Then, a mixture conditional latent growth model is estimated with covariates affecting the latent parameters and class membership. Findings Model estimation identifies a large group of university courses with a high level of satisfaction, which stays constant over time, and a small group of problematic courses with low satisfaction, moreover, that decreases over the three considered academic years. Interesting significant effects of covariates related to both the teacher and the didactic activity are estimated. Originality/value Statistical analyses show that the implementation of innovative didactic practices and commitment to quality of teaching are important factors to be encouraged by the university management. On the contrary, the traditionalist way of teaching and a low passion for teaching do not improve students’ satisfaction.

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Magalhães, Prislaine Pupolin, Rodrigo Cardoso Oliveira, Daniela Ponce y Silvia Regina Quijadas Aro Zuliani. "Bioquímica e Função Renal: Utilizações de Sequências Didáticas com Enfoque Investigativo para Reaproximação de Conceitos Específicos". Revista Brasileira de Educação Médica 43, n.º 1 suppl 1 (2019): 404–13. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.

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ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

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Barreto-Mejía, Ricardo A., Nurvey E. Cano-Marín, Rubén H. Torres-Gómez, Sara Quiceno Zapata y Lynda J. Tamayo-Arango. "Perceptions of students and teachers about traditional and active didactic strategies in a veterinary anatomy course". European Journal of Anatomy 26, n.º 5 (septiembre de 2022): 589–97. http://dx.doi.org/10.52083/qgyd9761.

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Active learning strategies were gradually implemented in the veterinary anatomy course at the University of Antioquia. In the cohort of the second semester of 2018, in the first module (musculoskeletal system), we used the traditional methodology (master classes both in theory and in practice), and active teaching strategies were used in the rest of the course. Faculty perceived some dissatisfaction among the students with this change. The objective of this work was to understand the perceptions of students and teachers about the traditional and active didactic strategies of the course, during this academic period through semi-structured interviews and focus group. The students perceived the combination of traditional learning strategies with active strategies as ideal. The traditional approach seems more comfortable to them, because the teacher provides all the information. However, they saw rote learning and the large amount of information as a disadvantage. They perceived that formative assessment allows for the consolidation of knowledge. The teachers highlighted the importance of using several methods that allow for adapting to the different learning styles of the students. In addition, they considered that their role is to guide students so that, through analysis, interpretation and research processes, they learn to build their knowledge. We conclude that students are highly dependent on traditional learning strategies, so it is necessary to stimulate the use of tools supported by constructivism. Also, more administrative support should be given for faculty to have the training and enough paid time for the preparation and application of active learning strategies.

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J. Uko, Dr Patrick y Uko Mary Patrick. "EVALUATING THE PEDAGOGICAL COMPETENCE OF INTERDISCIPLINARY STRATEGIES IN THE TEACHING OF PHYSICS IN SECONDARY SCHOOLS IN AKWA IBOM STATE". International Journal of Education Humanities and Social Science 07, n.º 03 (2024): 308–20. http://dx.doi.org/10.54922/ijehss.2024.0716.

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Some science topics in the secondary school curriculum, especially in physics, are often encountered by learners to be difficult as their teachers use didactic approaches in lesson delivery.This often result in poor learners achievement evidenced in their poor outings in public examination. This study was designed to evaluate the pedagogical competence in the application of interdisciplinary strategies in the teaching of selected difficult topics in physics in secondary schools in Akwa Ibom State. Three research questions and three null hypotheses guided the study. A quasi-experimental research design was adopted for the study. Simple random sampling technique was used to select 115 senior secondary one (SS1) students from 6 intact classes as the sample size. A 25-item Physics achievement test developed from the contents taught was used to collect data for the study. The instrument had a face and content validation by three specialists. Kudder-Richardson (K-R20) was used to determine the internal consistency of the test items and a coefficient of 0.89 was obtained. Mean and standard deviation was used to answer the research questions while ANCOVA was used to test the hypotheses at 0.05 level of significance. The findings shows that there was a change as students taught using interdisciplinary strategies had higher mean achievement score than their counterpart and that gender had no significant influence on the achievement. Also, there was no interaction between gender and method. It was recommended that interdisciplinary strategies should be integrated into the teaching of difficult concepts in physics for effective teaching and learning and for improved academic achievement.

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Iqbal, Zafar. "Evidence-based teaching practices: A road less traveled in Pakistan?" Health Professions Educator Journal 3, n.º 2 (27 de mayo de 2020): 7–8. http://dx.doi.org/10.53708/hpej.v3i2.1036.

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It is no secret that most health professionals, after postgraduation, aim to secure an academic position in a teaching institute due to various personal and/or professional preferences. Personal interest in teaching, inspirational figure/ role model-driven career selection, fixed working hours, financial rewarding, societal respect, and relatively easier career path are some of the prominent motives for health professionals to join academia (Huda & Yousuf, 2006). Indeed, it is a personal choice of a health professional should he/she opt for an academic career path. However, a serious question to ask oneself is: Am I prepared and ready for this challenging role? As Adam Urbanski once said, “Anybody who believes that all you have to do to be a good teacher is to love to teach also has to believe that all you have to do to become a good surgeon is to love to cut.” (1946 - American Federation of Teachers) Unfortunately, most (if not all) postgraduate programs in Pakistan are designed in such a way that they focus more on the core specialty and tend not to provide dedicated training on how to conduct evidence-based teaching practices. Evidence-based teaching refers to a process in which teachers use findings of empirical and concrete research evidence to inform their teaching practices (Thomas & Bussières, 2021). This process of applying research to practice is not haphazard but systematic, and it typically follows five essential steps: ask, acquire, appraise, apply, assess. Ask refers to asking a question related to a teaching problem; acquire refers to searching and retrieving the literature evidence; appraise refers to critically appraising the quality of the acquired evidence; apply refers to extracting valid and reliable findings from the literature and applying to own teaching setting; and assess refers to assessing whether or not the application of evidence to one’s teaching helped solve the problem (Thomas et al., 2011). As most novice teachers in our education system lack an understanding of educational theory or pedagogical practices, they learn on the job and use the hit and trial method to improve their teaching practices (Iqbal et al., 2020). Consequently, these health professionals cum teachers often use those teaching strategies that are not supported by evidence to positively influence student learning. Some of the known ill-informed teaching strategies include didactic lectures, teacher-dominated small group learning, borrowed teaching strategies from foreign education systems, and misuse of learning styles in instruction. These teaching malpractices result in wastage of limited educational resources, student demotivation, failure to achieve curricular goals, and a poor reflection on the personal and institutional portfolio. More importantly, it affects the overall healthcare system as these teachers are responsible for producing safe and high-quality healthcare providers for tomorrow. As of Ernest Leroy, “A poor surgeon hurts 1 person at a time, but a poor teacher hurts 130 (students) and consequently hundreds of patients”. What are the Potential Solutions? Here one wonders that what could be the possible solutions to this gruesome problem. Below, I describe some solutions that can be broadly classified into three domains. Responsibilities of Teachers: First of all, the health professionals assuming teaching roles should consume their time, efforts, and available resources to acquire pedagogical competence through formal and structured training so that they can practice evidence-based teaching. Moreover, due to the ongoing COVID-19 pandemic, many international Universities are now offering virtual professional development courses. The teachers could use these opportunities to develop their knowledge and skills in educational theory and practice. Second, they should regularly consult literature evidence to learn and incorporate teaching strategies in instruction that are known to support knowledge retention and schema formation. Some of these strategies are: assessing prior knowledge and linking new information to it, summarizing information at the end of educational event, providing cognitive or hands-on rehearsal opportunities, providing constructive feedback on learning, nurturing learners’ metacognition et cetera. Third, they should align instructional methods to the desired curricular outcomes. For instance, if a final year medical student is expected to skillfully examine, diagnose and manage a patient with diabetes then the teaching approaches should be focused more on developing their cognitive and psychomotor skills through clinical or simulation-based teaching instead of imparting cognitive knowledge through didactic lectures. Finally, they should motivate students to be independent and self-directed learners and advocate the use of evidence-based learning strategies that can help in their learning, such as, peer-assisted learning, near-peer tutoring, collaborative learning, cognitive rehearsals, et cetera. Responsibilities of Institutions: Next to teachers, the onus to ensure evidence-based teaching is insinuated onto the institutions. The health professional institutes should provide sufficient continuous professional development opportunities to their teaching staff. In fact, it should be mandatory for the faculty to attend these professional development activities to polish their teaching skillset. Moreover, the planners of faculty evelopment activities should not entirely rely upon the participants’ feedback or self-reported change. They should incorporate certain evaluation methods to observe whether or not these activities helped 10HPEJ 2020 VOL 3, ISSUE. 2 bring the desired improvement in teaching practices. Some of the best methods to observe the change include peer evaluation, student feedback, graded assignments et cetera. More recently, entrustable professional activities (EPAs) have been advocated as a reliable tool to observe, evaluate and certify teaching proficiency (Iqbal & Al-Eraky, 2019). Responsibilities of Institutions: Finally, the national regularity bodies, such as, Pakistan Medical Commission (PMC) and the Higher Education Commission (HEC) should devise minimum standards for health professionals, in addition to their core specialty, who wish to choose an academic career. A postgraduate qualification in the respective specialty is certainly not sufficient to warrant the teaching proficiency of the aspirants. A basic qualification in education should be a prerequisite to secure a teaching position in health professional colleges. Additionally, it is also the responsibility of these regulatory bodies to standardize the professional development programs across Pakistan to maintain quality. Lastly, the regulatory bodies should also come up with a plan to regulate the certification of the faculty by legitimizing a continuous professional development framework. Sethi and Wajid (2020) have suggested a re-evaluation of professional growth through documentation of continuous professional development activities instead of renewing the registration by mere payment of the prescribed fee. Their recommendation is strongly supported by growing evidence which suggests that a decline in competence over time is very much possible if the skillset is not regularly practiced and polished through continuous professional development (Steinert et al., 2016). This editorial is an appeal to the teachers, educators, administrators, and policymakers to support evidence-based teaching practices in academia to ensure meaningful and effective education. It is about time that individuals, institutions, and regulatory bodies start paying attention to evidence-based teaching so that a resource strained education and healthcare system of Pakistan could be streamlined.

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Oliva Martinez, Jose Maria, Maria del Mar Aragón Mendez, Natalia Jiménez-Tenorio y Lourdes Aragón Núñez. "La modelización como enfoque didáctico y de investigación en torno a la educación científica". International Journal for 21st Century Education 5, n.º 1 (1 de julio de 2019): 3–18. http://dx.doi.org/10.21071/ij21ce.v5i1.4156.

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En este artículo se analizan, en primer lugar, algunas de las principales bases teóricas sobre las que se sustentan los enfoques de enseñanza de las ciencias centrados en los modelos, desde tres planos distintos: el epistemológico, el cognitivo y el didáctico. A partir de dichas bases, se caracterizan, en segundo lugar, los enfoques de enseñanza mediante modelización, los cuales vienen convirtiéndose hoy día en referentes importantes en la enseñanza de las ciencias, tanto desde el punto de vista del desarrollo de nuevas estrategias didácticas, como desde la perspectiva de líneas de investigación emergentes en didáctica de las ciencias.This article analyses in the first place, some of the main theoretical bases on which, approaches of science teaching focussed models, are sustained. These theoretical bases are considered from three different dimensions: epistemological, psychological and educational. From these bases, secondly, teaching approaches by modelling, which are becoming today in important reference in science teaching, are characterized not only as the point of view of the development of new didactic strategies, but also the perspective of emerging research lines in science education.

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GEANTĂ, Adriana Elena. "Evaluation in the Context of Early Language Education Activities". ANALELE UNIVERSITĂȚII DIN CRAIOVA SERIA ȘTIINȚE FILOLOGICE LIMBI STRĂINE APLICATE 2024, n.º 1 (19 de julio de 2024): 182–89. http://dx.doi.org/10.52744/aucsflsa.2024.01.20.

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A subject around which a series of specialized debates revolve is evaluation, which is attributed the quality of being an integrative element of the educational process, alongside teaching and learning. In the context of current pedagogical thinking, evaluation is an action focused on the child's learning process, engaging their cognitive processes, as well as the regulation and self-regulation of knowledge. In other words, the process of evaluation goes beyond its traditional meaning – that of control, examination, and sanction – and tends towards a dynamic focused particularly on the child's mental processes, so that they can be aware of what they learn, how they learn, and especially why they learn. In this article, we have attempted to present some aspects related to didactic evaluation seen as a validation of the correctness of educational sequences, components of the didactic process, and a means of delimiting, fixing, and intervening in educational content and objectives. Educational activity in kindergarten is complex and requires varied, multiple forms of evaluation adapted to the particularities of preschoolers. The diversity of teaching situations, as well as the multitude of evaluation objectives, require the conception and application of different strategies to mediate the evaluative process

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Magalhães, Prislaine Pupolin, Rodrigo Cardoso Oliveira, Daniela Ponce y Silvia Regina Quijadas Aro Zuliani. "Biochemistry and Renal Function: Use of Inquiry-Based Teaching Sequences for Retrieval of Specific Concepts". Revista Brasileira de Educação Médica 43, n.º 1 suppl 1 (2019): 404–13. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190117.ing.

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ABSTRACT Current teaching proposals involve teaching strategies that seek to assist and encourage the construction of knowledge by the students, turning them into active participants during the learning process and these have been the subject of several researches. This article reports a didactic sequence carried out with students of applied training for the first year Medical Sciences USP – Bauru, and proposes, as part of its pedagogical design, Problem Based Learning (PBL) as the main teaching strategy. In this didactic sequence we used experimental investigative activities. A didactic sequence that includes investigative activities can be characterized as a gradual evolutionary process, with the objective of intertwining the scientific perspective and the students’ conceptions, through well-planned teaching and learning activities contextualized and empirically adapted to the student’s reasoning. The objective of this work is to share an assertive experience of the application of a contextualized research didactic sequence that involved concepts ranging from the simplest chemical properties of biomolecules and ions to the association and discussion of a hypothetical clinical case involving proteinuria. Its pathophysiology consists of the excretion of protein in the urine, mainly albumin, and occurs when there is some damage to the kidneys. Therefore, the dosage of the protein fraction in urine (albuminuria) is mainly used for the early detection of chronic or acute kidney disease and can also be an instrument for the diagnosis of cardiovascular diseases. Therefore, one should be aware of the possible interferences and the various causes of errors inherent to this examination. In this way, through a didactic resource involving contextualized research experimental activities, having proteinuria as the key problem, we were able to re-approximate specific concepts and to value procedural and attitudinal knowledge, which is important for students in this training phase. In this proposal, the students were protagonists of the learning process, where they were able to raise and test their hypotheses, interconnecting knowledge, acquiring specific skills and competences, allowing reflection on the importance of fundamentals and applications of the basic sciences. The purpose of the investigative and contextualized didactic sequences is to form autonomous subjects, who know how to make decisions and work in teams and have a sound and critical understanding of how scientific knowledge evolves and is related.

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López García, María. "The challenge of teaching Spanish L1 as pluricentric language from a critical linguistic perspective". Borealis – An International Journal of Hispanic Linguistics 13, n.º 1 (30 de mayo de 2024): 129–48. http://dx.doi.org/10.7557/1.13.1.7475.

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The aim of this article is to outline an overview and to discuss some constraining factors related to teaching Spanish as L1 in the context of linguistic diversity in Argentina. The underlying argument of this paper is that diverse school materials and teaching methodology involved in teaching Spanish as L1 neglects linguistic diversity. Instead, they subscribe to discourses that reinforce a pyramidal normative structure where the Spanish Royal Academy is the apex, and therefore, so is its linguistic authority. Our suggestion in this regard is that the diversity of voices must have a space not only in the classroom and materials, but also in research processes and academia´s knowledge management. For this purpose, and framed within a glotopolitical approach, this paper analyzes, firstly, the obstacle represented by the fixed categories included in school curriculum such as “language”, “variety”, “standard”, and even “national language”; secondly, the paper reviews the role played by grammatization instruments (such as dictionaries and school textbooks, among others) and their monologic discursive wording. Finally, the article suggests didactic strategies to analyze linguistic varieties in class, and to reinforce a critical reading of norm distribution instruments.

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Dopico, Eduardo y Cristina Amstrong. "Waking up scientific vocations". New Trends and Issues Proceedings on Humanities and Social Sciences 3, n.º 1 (27 de marzo de 2021): 34–40. http://dx.doi.org/10.18844/prosoc.v3i1.1727.

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Schools must promote scientific vocations designing teaching-learning strategies that involve teachers, pupils, scientists and the studentsâ€™ families. Keen on this idea we have developed a didactic participative design to promote science learning in students of primary and secondary schools. With the collaboration of teachers from three primary schools in Nelson (New Zealand) and three high schools (secondary education) in Asturias (Spain), educational sessions were organized where scientists posed research challenges to 323 students. While they were learning key concepts about science they were instructed about basic scientific methodologies with the aim that they could carry out some research by themselves, both individually and in groups. The transfer of knowledge acquired during the sessions transcended the school environment because students shared their research with their families. Scientific vocation can be worked up in the educational environment by changing the teaching methodology and introducing current and relevant scientific topics. Teachers should count on the active participation of scientists for this. When the students of these educational levels are involved in real research their scientific vocation is stimulated, as is the transfer of scientific knowledge to the families. Keywords: Science education, project-based learning, cooperative learning, teaching methods

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Surdyk, Augustyn. "KOMPETENCJE PROFESJONALNE NAUCZYCIELI JĘZYKÓW OBCYCH Z PERSPEKTYWY PODEJŚCIA LUDYCZNEGO W GLOTTODYDAKTYCE – PROJEKT BADANIA". Neofilolog, n.º 55/1 (30 de septiembre de 2020): 75–91. http://dx.doi.org/10.14746/n.2020.55.1.5.

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In the pedagogical and glottodidactic literature numerous publications have been devoted to the competences of the teacher, their roles, functions, ways of working with the learner, teaching strategies, teaching styles, class management styles, and finally, models of teacher education. However, it seems that in the vast majority of these publications the authors concentrated on the so-called hard competences, valuing them more than soft skills , and neglecting, or even marginalising, the range and particular components which possibly play a crucial role in the initiation and development of didactic cooperation between the teacher and the learner. At the same time these soft skills are perhaps able to some extent compensate for what is lacking in the range of the teacher hard competences. This article presents the theoretical background and an outline of a research project concerning FL teacher competences. The glottodidactic process is treated as a kind of game where the most important for the teacher in this ludic approach is ludic competence. The article presents hypotheses and research questions which are to be verified in a research planned for the coming year.

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Simões, Marta da Silva y Emerson Antônio Rocha. "A importância das estratégias didáticas no ensino-aprendizagem de Ciências na Educação de Jovens e Adultos e na Educação do Campo". Revista Brasileira de Educação do Campo 8 (21 de octubre de 2023): e14693. http://dx.doi.org/10.20873/uft.rbec.e14693.

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A Educação de Jovens e Adultos (EJA) tem a finalidade de proporcionar a todos que possuem algum atraso escolar, o ingresso em uma instituição de ensino pública. A Educação do Campo (EC), por sua vez, é uma modalidade de ensino voltada aos moradores do campo, sejam eles de acampamentos, assentamentos ou simplesmente da zona rural. A escolha de estratégias adequadas para o ensino de jovens e adultos e para a educação do campo são fundamentais ao bom desenvolvimento do processo de ensino-aprendizagem. Diante disso, este trabalho teve como objetivo analisar as estratégias didáticas mais utilizadas pelos professores (as) de Ciências na modalidade EJA e Educação do Campo, identificando se tais estratégias auxiliam ou não durante as aulas. Foi realizado um levantamento bibliográfico em bases de dados on-line, cujas ferramentas de busca foram o Portal de Periódicos CAPES/MEC e o SciELO. Como resultados identificou-se que, em alguns artigos, as estratégias didáticas utilizadas trouxeram resultados positivos, enquanto em outros, as estratégias utilizadas não auxiliaram na construção do conhecimento. Observou-se ademais, que as estratégias utilizadas em ambas as modalidades de educação, devem estar voltadas à realidade dos alunos. Palavras-chave: educação campesina, estratégias de ensino, estratégias didáticas, ensino de jovens e adultos. Didactic strategies and their importance for the teaching-learning of science in the education of young and adults in the field ABSTRACT. The purpose of Youth and Adult Education (EJA) is to give everyone who is behind in school the chance to enter a public education institution. Rural Education (CE), on the other hand, is a type of education aimed at rural dwellers, whether they live in camps, settlements or simply in rural areas. The choice of appropriate strategies for teaching young people and adults and for rural education are fundamental to the successful development of the teaching-learning process. In view of this, the aim of this study was to analyze the didactic strategies most used by science teachers in the EJA and Rural Education modality, identifying whether or not these strategies help during lessons. A bibliographic survey was carried out in online databases, whose search tools were the CAPES/MEC Journal Portal and SciELO. The results showed that, in some articles, the didactic strategies used brought positive results, while in others, the strategies used did not help in the construction of knowledge. It was also observed that the strategies used in both types of education must be geared to the students' reality. Keywords: rural education, teaching approaches, didactic approaches, young and adults teaching. La importancia de las estrategias didácticas en la enseñanza-aprendizaje de las ciencias en la Educación de Jóvenes y Adultos y en la Educación Rural RESUMEN. El objetivo de la Educación de Jóvenes y Adultos (EJA) es facilitar el acceso a un centro de enseñanza pública a todas las personas con retraso escolar. La Educación en el Campo (EC), por su parte, es un tipo de educación dirigida a los habitantes de las zonas rurales, ya vivan en campamentos, asentamientos o simplemente en zonas rurales. La elección de estrategias adecuadas para la enseñanza de jóvenes y adultos y para la educación rural son fundamentales para el desarrollo exitoso del proceso de enseñanza-aprendizaje. Teniendo en cuenta esto, el objetivo de este estudio fue analizar las estrategias didácticas más utilizadas por los profesores de ciencias en la modalidad de EJA y educación rural, identificando si estas estrategias ayudan o no durante las clases. Se realizó un relevamiento bibliográfico en bases de datos online, cuyas herramientas de búsqueda fueron el Portal de Revistas CAPES/MEC y SciELO. Los resultados mostraron que, en algunos artículos, las estrategias didácticas utilizadas trajeron resultados positivos, mientras que en otros, las estrategias utilizadas no ayudaron en la construcción del conocimiento. También se observó que las estrategias utilizadas en ambos tipos de enseñanza deben estar orientadas a la realidad de los alumnos. Palabras-clave: educación campesina, estrategias de enseñanza, estrategias didácticas, educación de jóvenes y adultos. Palavras-chave: Educação campesina. Estratégias de Ensino. Estratégias didáticas. Ensino de Jovens e Adultos.

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Pellerone, Monica. "Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers". European Journal of Investigation in Health, Psychology and Education 11, n.º 2 (1 de junio de 2021): 496–512. http://dx.doi.org/10.3390/ejihpe11020035.

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Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes.

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Aguayo Chan, Jorge Carlos, Martha Vanessa Espejel López, María de Lourdes Pinto Loria y Efrain Duarte Briceño. "The Hard Teacher’s Leadership Coping to the COVID-19 Pandemic". World Journal of Education 10, n.º 6 (20 de diciembre de 2020): 55. http://dx.doi.org/10.5430/wje.v10n6p55.

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Most teachers in Mexico are not experts on Information and Communication Technologies, some rural areas lack a good internet connectivity or even electricity. This context led us to determine: How can teachers keep the pace of educational leadership? and How they cope their teaching task with the COVID-19 pandemic? The sample included 329 teachers from urban and rural zones, 71.1% female and 28.9% male, with a mean age of 38.8 years, working in public (71.7%) and private (28.3%) schools. A self-evaluation template was used to assess the planning, didactical sequence analysis and evaluation competence from the teachers. Our aim was to sketch a teacher’s leadership competences profile, specifically in these pandemic times. The results showed than 75.7% of the teachers had an internet access between Good and Very good; on the contrary, 78.4% of the teachers considered that most of their students had between “not very good” to “very bad” internet access. Only a few teachers addressed the didactic planning or followed its development and assessment: I have elaborated and shared with the students indicators of achievement from the didactical sequence (32.8%); I have stimulated processes of reflection upon learning through an instrument (22.5%); I have regularly incorporated and used digital tools and Internet (31.9%); at last, I have established and conducted moments of evaluation, self and formative co-evaluation in which the students have been able to make changes based on the feedback received (30.1%). However, teachers are coping with this pandemic time and it may involve a change in educational strategies towards the future.

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Sagatbek, Amangul y Gulmira Gabdullina. "PROBLEMS IN FORMING STUDENTS’ COMPETENCE IN TEACHING PHYSICS". Journal of Educational Sciences 80, n.º 3 (2024): 200–209. http://dx.doi.org/10.26577/jes2024v80.i3.016.

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In recent years, global challenges have brought about significant changes in the field of education. While some of these changes have positively impacted the learning process, others have had negative consequences. On the positive side, the introduction of innovative technologies and digital learning tools has enhanced the quality of education and improved learning outcomes. However, the negative aspects of globalization, such as increased distractions and the loss of traditional learning values, have led to a decrease in students’ motivation to study.This article aims to identify the factors that hinder the development of subject competence in phys-ics among students in the current educational landscape. To achieve the goals and objectives of the study, a survey was conducted involving 53 teachers with varying years of experience teaching physics in Kazakh-medium classes. These teachers provided valuable insights into the challenges they face in fostering subject competence among their students.The results of the survey revealed that the vast majority of teachers believe the primary obstacle to the formation of students’ competence in physics is the lack of didactic materials aligned with the updated curriculum. The absence of well-structured resources that reflect the changes in the curriculum has made it difficult for teachers to effectively engage students and reinforce key concepts in physics. Furthermore, the study found that the inadequate provision of teaching aids, particularly in remote rural areas, further exacerbates the issue. Many schools in these areas lack the necessary equipment and re-sources to provide students with hands-on learning experiences.In addition to material challenges, the survey highlighted the decline in students’ motivation to acquire knowledge. This drop in motivation is attributed to several factors, including the increasing influence of digital distractions and a growing disconnect between students’ daily lives and academic learning. The lack of motivation, combined with the scarcity of modern educational tools and resources, poses a significant barrier to the effective teaching of physics.In conclusion, the study underscores the urgent need to address these challenges in order to improve the teaching of physics and foster better student competence in the subject. This will require not only updating didactic materials to align with new curricula but also ensuring that all schools, especially those in rural areas, are equipped with the necessary teaching aids. Additionally, strategies to enhance student motivation and engagement must be prioritized to create a more conducive learning environment.

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