Articles de revues : « Scienza pedagogica »

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Bertolini, Piro. « Lo stato delle scienze dell’educazione in Italia ». Swiss Journal of Educational Research 22, n^o 1 (1 janvier 2000) : 93–110. http://dx.doi.org/10.24452/sjer.22.1.5083.

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Nell’articolo si affronta dapprima la questione della definizione delle scienze dell’educazione che in Italia si presenta con due accezioni: come indicativa delle varie scienze umane (psicologia, sociologia, psicoanalisi, ecc.) nel momento in cui si occupano esplicitamente del fenomeno educativo la prima e indicativa delle diverse specificazioni della pedagogia generale (storia della pedagogia; didattica; pedagogia speciale; pedagogia sperimentale; pedagogia degli adulti; ecc.) la seconda. Su questa base si discute l’evoluzione delle scienze dell’educazione a partire dalla seconda guerra mondiale, ponendo l’accento sui fattori che ne hanno condizionato le due anime: da un lato le esigenze di carattere sociale con riferimento a problematiche extra-scolastiche, dall’altro lato il diffondersi di un reale interesse per la formazione professionale degli insegnanti. Di particolare interesse è l’evoluzione della didattica che è alla ricerca di una autonomia delle varie specificazioni attraverso la costituzione di un proprio statuto epistemologico e di metodologie di ricerca proprie. Infine, per quanto riguarda le istituzioni e gli strumenti di appoggio alle scienze dell’educazione o pedagogiche, l’articolo tocca il ruolo delle riviste specializzate e di alcune Associazioni che riuniscono i rappresentanti delle varie discipline pedagogiche e ad alcuni centri di ricerca pubblici o privati.

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Suarmika, Putu Eka. « Teacher Pedagogic Competency and National Examination Result at Elementary School ». SHS Web of Conferences 42 (2018) : 00030. http://dx.doi.org/10.1051/shsconf/20184200030.

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This study aims to determine the relationship of teacher pedagogic competence to the national science exam results in elementary schools in the district Gerokgak. The population in this research is all the sixth grade teachers in gerokgak sub district and the sample in this research is 29 teachers. Instrument in this research using pedagogic competence questionnaire and the value of national examination result of academic year 2016/2017. The research method used is ex post facto while the data analysis using correlation analysis with the help of SPSS 16. Based on data analysis, it is found that the pedagogic competence relationship of teacher to the result of national science test shows the correlation of being with kofesien rho= 0.47. While the pedagogical competence of teachers contributes as much as 22.09% to the national science exam results, and 67,91% is influenced by other variables not implemented in this study. Pedagogical competence is primarily concerned with the level of understanding of learners, instructional design, and implementation of learning the diagnosis, evaluation of learning, the development of learners has provided significant support in the form of professional pedagogical teaching

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Perni, Ni Nyoman. « KOMPETENSI PEDAGOGIK SEBAGAI INDIKATOR GURU PROFESIONAL ». Adi Widya : Jurnal Pendidikan Dasar 4, n^o 2 (21 octobre 2019) : 175. http://dx.doi.org/10.25078/aw.v4i2.1122.

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<pre><span>Pedagogic is a science that discusses education, namely the science of children's education. So pedagogic tries to explain the intricacies of children's education, pedagogic is a theory of children's education. Pedagogic as a science is really needed by teachers, especially kindergarten teachers and elementary school teachers because they will be dealing with minors. The task of the teacher is not just teaching to convey, or transform knowledge to children in school, but the teacher carries the task of developing the personality of his students in an integrated manner. The teacher develops the child's mental attitude, develops the child's conscience or child's conscience, so that the child will be sensitive to human problems, human dignity, so does the teacher only develop the child's life skills in the community so that he is able to face all the problems of his life. it discusses the notion of teacher competency, pedagogic understanding, pedagogical competence. </span></pre>

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Mngomezulu, Halalisani, Sam Ramaila et Thasmai Dhurumraj. « Pedagogical Strategies Used to Enact Formative Assessment in Science Classrooms : Physical Sciences Teachers' Perspectives ». International Journal of Higher Education 11, n^o 3 (14 février 2022) : 158. http://dx.doi.org/10.5430/ijhe.v11n3p158.

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The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. This study examined grade 10 Physical Sciences teachers' perspectives on pedagogical strategies they adopted to enact formative assessment in science classrooms in diverse schools in South Africa. The empirical investigation invoked the sociocultural theory as a conceptual lens to provide insightful elucidation into the nature of teachers' perspectives on pedagogical strategies used to enact formative assessment in science classrooms. A generic qualitative research approach was employed. Data were collected through semi-structured focus group interviews and classroom observations. The study involved 12 purposively selected grade 10 Physical Sciences teachers as participants. The findings revealed that grade 10 Physical Sciences teachers adopted various pedagogical strategies when enacting formative assessment in science classrooms. However, meaningful enactment of formative assessment in science classrooms was largely hampered by a myriad of contextual factors such as class size and general lack of essential resources. It is recommended that teacher professional development interventions coordinated by the Department of Basic Education ought to make provision for meaningful opportunities to enhance teacher professional capacity required for coherent enactment of formative assessment as an essential tenet in science education. Theoretical implications for pedagogic innovation are discussed.

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Ginting, Daniel, et Andini Linarsih. « TEACHER PROFESSIONAL DEVELOPMENT IN THE PERSPECTIVE OF TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE THEORETICAL FRAMEWORK ». Jurnal Visi Ilmu Pendidikan 14, n^o 1 (7 janvier 2022) : 1. http://dx.doi.org/10.26418/jvip.v14i1.49334.

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Teacher development is an ongoing process through which teachers keep growing with their capabilities. They must be adaptive to the demands of changing times and open to self-professional development. Today, teacher development is challenged to develop not only mastery of science and teaching abilities but also technology. In the perspective of Technology Pedagogical Content Knowledge (TPACK), the meeting of these three competence dimensions can be further divided into seven sub-competencies: technological knowledge, pedagogical knowledge, knowledge of course content, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. This paper ends with pedagogic implications for teacher professional development that demands high quality and perceived as valuable.

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Smirnova, E. « KURBATOVS' PEDAGOGICS THE PHENOMENON OF OVERCOMING THE 'PEDAGOGICAL APOCALYPSES' ». National Association of Scientists 2, n^o 72 (22 novembre 2021) : 36–39. http://dx.doi.org/10.31618/nas.2413-5291.2021.2.72.485.

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The term 'Pedagogical Apocalypses' has been increasingly used in scientific works due to the deepening realisation of the growing lag of the global educational system behind the requirements of the rapidly changing world. From our viewpoint, the main paradox of the information society is the lack of application of the long found solutions to the problems which the global community refers to as 'Total crisis'. The article is dedicated to the solution of the problem of overcoming the 'pedagogical Apocalypses' by means of Kurbatovs' Pedagogics.

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Malik, Adam, et Seni Susanti. « Learning Designing for Establishment Physics Content and Teacher Pedagogic Aspects Through Lesson Study-based In-House Training ». Jurnal Penelitian & ; Pengembangan Pendidikan Fisika 7, n^o 2 (30 décembre 2021) : 145–52. http://dx.doi.org/10.21009/1.07206.

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Mastering physics content is essential for physics teachers to carry out the learning process in the classroom. After mastering good physics content, teachers must also master the teaching competencies contained in pedagogical competencies. This study aims to demonstrate efforts to increase teachers' mastery of physics content and pedagogic competence. The pedagogic aspect refers to the teacher's ability to prepare practical instructions in a Cookbook Laboratory, Inquiry Laboratory, Problem-Solving Laboratory, and Higher Order Thinking Laboratory. The method used is in-house training based on lesson study. There are three stages of activities carried out, including Plan, Do, and See. Data were collected using observation sheets, interview guidelines, performance instruments, and tests. The study results show that the professional competence of teachers who are members of the Science Teacher Deliberation (MGMP) in one province in West Java has increased, especially concerning materials competencies practiced. In addition, the pedagogical competence of the teachers who are members of the Science MGMP has increased, especially concerning the mastery of organizing science practicums oriented to developing the 21st-century skills of students.

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Kruszelnicki, Wojciech. « Pedagogika jako nauka hermeneutyczna i krytyczna. Problematyka rozumienia i dialogu w świetle teorii działania komunikacyjnego ». Polska Myśl Pedagogiczna 8 (14 novembre 2022) : 361–87. http://dx.doi.org/10.4467/24504564pmp.22.019.16072.

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Artykuł ma na celu przeciwstawienie się dwóm rozstrzygnięciom dokonanym w ramach hermeneutycznej koncepcji pedagogiki R. Kwaśnicy: redukcji teorii pedagogicznej do hermeneutycznego rozumienia oraz uznaniu hermeneutycznej rozmowy za najwłaściwszy model dialogu o różnicach ujawniających się w poglądach na wychowanie. Błędem domagającym się korekty jest wycofanie się „pedagogiki rozumiejącej” ze sporu o wychowanie, pozostanie na bardzo umiarkowanym poziomie hermeneutyki filozoficznej i w ten sposób pozbawienie się narzędzi do krytycznego indagowania aktualnej teorii i praktyki pedagogicznej. Przezwyciężenie tego błędu wymaga krytyki najważniejszych założeń, jakie pedagogika hermeneutyczna przejęła od Hansa-Georga Gadamera. Pedagogy as a Hermeneutic and Critical Science: The Problematics of Understanding and Dialogue in the Light of the Theory of Communicative Action The aim of this paper is to oppose two resolutions put forward within R. Kwaśnica’s hermeneutic conception of pedagogy: the reduction of pedagogical theory to hermeneutic understanding and the recognition of hermeneutic dialogue as the most accurate model of dialogue regarding the differences manifesting themselves in manifold beliefs on education. Pedagogy’s withdrawal from the educational debate is an error that needs correction and its very moderate level of philosophical hermeneutics deprives it of the instruments necessary to critically interrogate current educational theory and practice. To overcome this obstacle, one needs to critique the essential assumptions that hermeneutic pedagogy has taken up from Hans-Georg Gadamer.

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Ferraro, Francesco V. « Teaching Sports and Exercises Science : experiences and life skills of a lecturer ». Form@re - Open Journal per la formazione in rete 23, n^o 1 (4 février 2023) : 132–40. http://dx.doi.org/10.36253/form-13503.

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The following document reports the experiences and life skills developed under the current didactic situation in Sports and Exercise Science. In particular, the manuscript discusses the pedagogic theories that should be fostered to improve the return to campus. The real-life experiences are presented in light of the Social and Emotional Learning and the Learning by Doing theories. The following document aims to reflect on social constructivism and embodied theories to improve the new (post-covid) learning environment. The introduction focuses on the Quality Assurance Agency for Higher Education benchmark statement and progresses to the most recent Blended approaches. With reflections upon in-class assessments, spaces and pace. In conclusion, the cartesian dualism (body-mind) is discussed and ideas for future research in pedagogy are presented to improve teaching and learning experiences in the post-covid scenario. Insegnare Scienze Motorie: esperienze e abilità di un docente universitario. Il documento ha come scopo quello di riflettere sul costruttivismo sociale e sulle embodied theories per migliorare il nuovo ambiente di apprendimento (post-covid). Il seguente documento riporta le esperienze e le abilità sviluppate nell‘attuale situazione didattica, nello specifico riguardo le scienze motorie. In particolare, nel testo sono discusse le teorie pedagogiche che dovrebbero essere incoraggiate per migliorare il ritorno in aula. Le esperienze didattiche sono presentate alla luce delle teorie dell‘apprendimento sociale ed emotivo e del Learning by Doing. L‘introduzione si concentra sul Quality Assurance Agency for Higher Education benchmark e presenta i più recenti approcci didattici definiti Blended, con l’aggiunta di riflessioni su valutazioni, spazi e ritmo della classe. In conclusione, viene discusso il dualismo cartesiano (corpo-mente) e vengono presentate idee per future ricerche in pedagogia al fine di migliorare le esperienze di insegnamento e di apprendimento nello scenario post-covid.

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Asrial, Syahrial, Dwi Agus Kurniawan, Faizal Chan, Putut Nugroho, Reza Aditya Pratama et Retno Septiasari. « IDENTIFICATION : THE EFFECT OF MATHEMATICAL COMPETENCE ON PEDAGOGIC COMPETENCY OF PROSPECTIVE TEACHER ». Humanities & ; Social Sciences Reviews 7, n^o 4 (22 juillet 2019) : 85–92. http://dx.doi.org/10.18510/hssr.2019.7413.

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Purpose of Study: The aim of this study was to determine the mathematics competencies and pedagogical competencies of prospective teachers and to determine the effect of mathematical competencies on pedagogical prospective teacher competencies in Elementary School Teacher Education. Methodology: Quantitative research on this type of survey uses a sample of 540 prospective teachers. Findings and Results: The results of this study were that prospective teachers mathematics competencies tended to be predominantly or less dominant with a percentage of men of 34.5% and 34.4% of women and pre-service pedagogic competencies in primary school education study programs classified as tend to be more or less dominant with the percentage of men 36.8% and women 33.3%, and there is an influence between mathematical competencies on pedagogic competence of prospective teachers in Primary School Teacher Education at Jambi University. Implication/Application : Research conducted by researchers is useful to provide input and motivation to prospective elementary school teachers regarding the improvement of the competence of an elementary school teacher candidate teacher to implement his pedagogic science in elementary school.

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Desmita, Yulia, Suarman Suarman et Gimin Gimin. « Pedagogic and Professional Competencies of Social Science Subject Teachers in Relation to Motivation and Learning Achievement ». Journal of Educational Sciences 5, n^o 1 (24 janvier 2021) : 188. http://dx.doi.org/10.31258/jes.5.1.p.188-197.

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The quality of education is very dependent on teachers who play a role and are the biggest contributors in the world of education. Several competencies that must be possessed by teachers are increasing motivation and learning achievement of students, including pedagogical competence and professional competence. This study aims to identify and analyze the direct and indirect relationship between pedagogic and professional competence of social studies subject teachers in relation to the motivation and learning achievement of students. The total population in this study were 107 teachers of social studies subjects. The sampling technique used Isaac Michael's table with an error rate of 5%, the number of samples in this study were 80 social studies subject teachers. The process of sampling data used random sampling techniques with questionnaires and documentation. The collected data were then analyzed using descriptive analysis and path analysis. The findings in this study are that there is a positive direct and indirect relationship to the pedagogical and professional competence of social studies subject teachers in relation to the motivation and learning achievement of students. The level of motivation and learning achievement of students is related to pedagogical competence and professional competence. So that it is hoped that the teacher will improve on their pedagogic and professional competence and finally they can increase the motivation and learning achievement of students.

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Hutoryanskaya, T. V. « Analysis of Psychological Pedagogical Aspects of Professional Training of Future Teachers ». Izvestiya of Saratov University. New Series. Series : Educational Acmeology. Developmental Psychology 2, n^o 1 (2013) : 95–98. http://dx.doi.org/10.18500/2304-9790-2013-2-1-95-98.

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The article presents results of the analysis of psychological and pedagogical aspects of professional training of future teachers. The author marks that professional training of future teachers is primarily connected with the formation of the system of psychological and pedagogical knowledge and skills, which are necessary for carrying out pedagogical activity. He singles out internal and external conditions for professional training: interconnection of theoretical and practical thinking in the activity, collective and cooperative performance of the activity, formation of the professional orientation of a personality, creative activity and cooperation. The author comes to the conclusion that in the science of pedagogics there are different approaches to the definition of the students’ professional training, but its definition as social and personal significant purposeful pedagogical process is general and uniting. The applied aspect of the problem under study can be realized in the pedagogical practice of the professional training of future teachers.

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Lübeck, Gintarė, Michael K. Seery et Barry J. Ryan. « Eight steps to facilitating more equitable education in undergraduate sciences ». Biochemist 44, n^o 5 (26 octobre 2022) : 21–26. http://dx.doi.org/10.1042/bio_2022_123.

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Pedagogical practices can influence students’ confidence and ability beliefs and affect their ambition to persevere in science. Given the continuing need to diversify science and retain students in scientific programmes, science education must be tailored to cater to the needs of varied student groups. Since early experience in university programmes can be decisive in determining students’ further academic and professional choices, pedagogies employed in undergraduate science courses can be particularly influential in supporting science careers. Undergraduate science instructors are therefore encouraged to consider their approaches to teaching and learning from a variety of perspectives that could help empower students from under-represented groups.

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Babiіchuk, Svitlana. « PEDAGOGICAL CONCEPT “SCIENCE EDUCATION” ». Educational Discourse : collection of scientific papers, n^o 23(5) (1 juillet 2020) : 14–21. http://dx.doi.org/10.33930/ed.2019.5007.23(5)-2.

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In the article, we have been considered some approaches to understanding the term "science education", both foreign and domestic authors. Have been substantiated own understanding of the term, based on the experience of the Junior Academy of Sciences of Ukraine also. Have been described the most commonly used terms of science education and delimited their semantic field.

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Kovalenko, Yevheniia. « Розвиток педагогічної освіти і науки у Ніжинській вищій школі ». Research Notes, n^o 1 (26 octobre 2017) : 7–16. http://dx.doi.org/10.31654/2663-4902-2017-pp-3-7-16.

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Kozhevnikov, Dmitrii Nikolaevich. « Complex use of models and model experiment in studying of natural-science disciplines ». Moscow University Pedagogical Education Bulletin, n^o 1 (30 mars 2014) : 70–85. http://dx.doi.org/10.51314/2073-2635-2014-1-70-85.

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Article is devoted to models and a modeling method in the history of science and pedagogics. The role of model experiment in scientific knowledge is considered. The place of model experiment in a triad of process of knowledge is defined: experiment (E)—model (M)—the theory (T). Short classification of training models is given. The pedagogic-ergonomic demands made to a training model are formulated. The basic algorithm of formation of a complex of models is shown. Use example in training of koltsegranny models of atoms and molecules is reviewed.

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NAIBAHO, KRISTINA PERONIKA, et PATRI JANSON SILABAN. « PENGARUH KOMPETENSI PEDAGOGIK GURU TERHADAP HASIL BELAJAR IPA SISWA KELAS III SDN060915 JL. T.B SIMATUPANGKECAMATANMEDAN SUNGGAL TAHUN PEMBELAJARAN2018/2019 ». Jurnal Ilmiah Aquinas 3, n^o 2 (6 juillet 2020) : 316–35. http://dx.doi.org/10.54367/aquinas.v3i2.788.

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This study aims to find out how the pedagogical competencies of teachers at SDN 060915 JL TB. SimatupangKecamatan Medan Sunggal and how the influence of teacher pedagogic competence on student learning outcomes in class III science subjects SDN 060915 JL. TB Simatupang Medan Sunggal District. The approach used is quantitative with the survey method. The population in this study were all students at SDN 060915 JL. TB Simatupang, Medan SunggalSubdistrict, totaling 198 students. The sample was 45 students with a sampling technique that was simple random sampling. Data collection techniques in this study used a questionnaire (questionnaire) and documentation study. The analytical technique used is the data prerequisite test, product moment correlation test and hypothesis testing using the version 21.0 of the Program For Social Science (SPSS) statistics. From the results of the research that has been found it can be concluded that the pedagogical competence of teachers in science subjects is 51.11% with sufficient categories while the learning outcomes of class III students and class IIIB are 60% with sufficient categories. Based on the analysis of the data seen from the R Squaree determination coefficient test there is an influence of the teacher's pedagogical competence on learning outcomes, the magnitude of the influence is 23.8%.

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Adolphus, T. et Otuturu, F.G. « SCIENCE EDUCATORS’ PEDAGOGICAL PRACTICES FOR SUSTAINABILITY IN TEACHER EDUCATION PROGRAMMES IN THE FACE OF COVID-19 PANDEMIC ». International Journal of Applied Research in Social Sciences 4, n^o 9 (15 novembre 2022) : 343–52. http://dx.doi.org/10.51594/ijarss.v4i9.405.

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Since the advent of COVID-19, the educational system across the globe has been affected in various degrees from total closure to the use of online facilities for teaching and learning. This paper examined pedagogical practices before the advent of COVID-19, pedagogies appropriate for science teaching and learning in the face of COVID-19 and the need for the review of science teacher education programmes to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment in order to promote scientific knowledge for the purpose of sustainable development. The paper finally looks at science educators’ pedagogical practice for sustainability in teacher education programme in the face of covid-19 pandemic. Mention is made of the essential impact of science education on sustainable development as well as challenges of science education and sustainable development in the Nigerian context. The paper concludes that the curriculum for science education should be reformed to reflect the needs of Nigerian society in terms of practical skills required for individual development as well as national development to equip trainee teachers with appropriate 21 century skills and knowledge for the needed digital teaching and learning environment. It is therefore recommended that the Nigeria government should make provision for science and laboratory tools to attract and promote scientific skills and knowledge among students. Keywords: Science Education, Evaluation, Pedagogical Practice, Teacher Education Programme.

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Opoku, Maxwell Jnr, et Angela James. « PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA : A CASE OF SOUTH AFRICA ». Journal of Baltic Science Education 20, n^o 1 (5 février 2021) : 93–107. http://dx.doi.org/10.33225/jbse/21.20.93.

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In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. Keywords: context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview

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Saminan, Saminan, et Roza Zulfira. « IMPLEMENTATION THE PEDAGOGICAL CONTENT KNOWLEDGE (PCK) OF PHYSIC TEACHER BASED-ON STUDENTS LEARNING OUTCOMES AT SMAN 4 BANDA ACEH ». Jurnal Ilmiah Peuradeun 4, n^o 3 (28 septembre 2016) : 321. http://dx.doi.org/10.26811/peuradeun.v4i3.106.

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One of the factors of low student learning outcomes on physic learning coursed lack of ability teachers in effecting the pedagogic practice and knowing subject matter in the learning environment. Pedagogical content knowledge (PCK) is the blending of pedagogical knowledge and content knowledge which must have by teachers in realizing learning objectives. This research aims to showed the implementation pedagogical content knowledge (PCK) of physic teacher based on students learning outcomes on measurement and magnitude material at class of X IA4 SMAN 4 Banda Aceh. Outcomes of this research are: the average value of students learning outcomes is 80 with description the PCK of physic teacher are 95% teacher have understood students of characteristics in learning process, 67% teacher success in planning of learning, 70% teacher success in implementing learning activities, 67% teacher success in evaluating learning outcomes, 75% teacher has been able developing the potentials of the students, and 75% teacher has mastered the science of substances.

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Stroupe, David, et James Brian Hancock II. « Examining mentor teachers’ critical pedagogical discourses and participation in an era of changing science standards and pedagogies ». Teaching and Teacher Education 109 (janvier 2022) : 103558. http://dx.doi.org/10.1016/j.tate.2021.103558.

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Rozkovcová, Andrea. « Normative Education in Educational Science (Pedagogy) and Andragogy ». e-Pedagogium 14, n^o 3 (1 juin 2014) : 92–103. http://dx.doi.org/10.5507/epd.2014.032.

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Masrifah, Masrifah, Wahyuni Handayani, Nurjannah Nurjannah et Dewi Amiroh. « The effect of ICT literacy on the pedagogical competence of physics teachers' ». Momentum : Physics Education Journal 6, n^o 2 (24 mai 2022) : 129–38. http://dx.doi.org/10.21067/mpej.v6i2.6284.

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This study aims to determine the effect of ICT literacy on the pedagogic competence of high school physics teachers in North Maluku. This research is correlational quantitative research. The subjects in this study were 80 high school physics teachers with details of 60 female teachers and 20 male teachers. Data collection on ICT literacy and pedagogic competence of Physics teachers was carried out through tests using ICT literacy questions and pedagogical competencies of knowledge aspects. Furthermore, the re-search data were analyzed using a linear regression test with IBM SPSS 20 software. Based on the results of the study, it is known that the understanding of ICT literacy has a positive effect on the pedagogic competence of physics teachers in the aspect of knowledge. This can be seen from the coefficient value of the variable X of 0.614, which means the magnitude of the influence of X on Y is in a strong category because it has a percentage of 61.4%. The implication of the results of this study is one of the efforts to improve the pedagogic competence of teachers, namely by strengthening their ICT literacy, because the higher the ICT literacy of teachers, the higher their pedagogical competence.

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Jackson, Matt. « Pedagogical Responsibility and the Third : Levinasian Considerations for Social Justice Pedagogies ». Philosophy of Education 61 (2005) : 238–46. http://dx.doi.org/10.47925/2005.238.

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Guler-Nalbantoglu, Fulden, et Meral Aksu. « Pre-Service Science Teachers’ Perceptions of Their Pedagogical Knowledge and Pedagogical Content Knowledge ». International Journal of Research in Education and Science 7, n^o 4 (10 octobre 2021) : 1263–80. http://dx.doi.org/10.46328/ijres.2451.

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The purpose of the present study was to investigate pre-service science teachers’ perceptions of science teaching. To this end the participants’ perceptions of their pedagogical knowledge (PK) and pedagogical content knowledge (PCK) were examined. Furthermore, it was aimed to investigate how pre-service science teachers’ perceptions were differed according to their level of achievement regarding PK and PCK. 176 fourth year pre-service science teachers participated in the study. The design of the study was planned as a survey and three scales were given to the participants to collect data. The data obtained from the scales were analyzed using both descriptive and inferential statistics. The results of the study revealed that pre-service science teachers perceived themselves as competent in terms of both PK and PCK. When components of PK were examined, participants’ perceptions were high regarding classroom management, learners and learning, lesson planning and assessment. With respect to components of PCK, participants perceived that they had high level knowledge of science instructional strategies, knowledge of science learners, knowledge of science misconceptions, knowledge of science curriculum and knowledge of science assessment. Moreover, it was observed that level of achievement did not show any differences on pre-service science teachers’ perceptions of PK and PCK.

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Curtis, Bruce. « Priority, politics and pedagogical science ». Paedagogica Historica 52, n^o 6 (25 juillet 2016) : 661–73. http://dx.doi.org/10.1080/00309230.2016.1205636.

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Curtis, Bruce. « Priority, politics and pedagogical science ». Paedagogica Historica 52, n^o 6 (25 juillet 2016) : 674–88. http://dx.doi.org/10.1080/00309230.2016.1205637.

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Sajjanhar, Atul, Kenneth Y. T. Lim et Yuechao Ren. « Pedagogical framework for environmental science ». Education and Information Technologies 25, n^o 5 (11 février 2020) : 3631–41. http://dx.doi.org/10.1007/s10639-019-10016-2.

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N.I., Lazarenko, et Ivanytska N.L. « TERMS IN MODERN PEDAGOGICAL SCIENCE ». Modern Information Technologies and Innovation Methodologies of Education in Professional Training : Methodology, Theory, Experience, Problems 465, n^o 51 (2018) : 5–10. http://dx.doi.org/10.31652/2412-1142-2018-51-5-10.

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Gershunskii, B. S., L. V. Todorov et V. S. Shubinskii. « Pedagogical Science : Contradictions and Prospects ». Soviet Education 31, n^o 6 (juin 1989) : 3–18. http://dx.doi.org/10.2753/res1060-939331063.

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Yadav, Aman, et Marc Berges. « Computer Science Pedagogical Content Knowledge ». ACM Transactions on Computing Education 19, n^o 3 (28 juin 2019) : 1–24. http://dx.doi.org/10.1145/3303770.

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Hastuti, Tri Ani, Herka Maya Jatmika, Kukuh Wahyudin Pratama et Dewangga Yudhistira. « The Level of Understanding of Pedagogical Competence of Physical Education, Health and Recreation Students of Sports Science Faculty ». Teorìâ ta Metodika Fìzičnogo Vihovannâ 21, n^o 4 (25 décembre 2021) : 310–16. http://dx.doi.org/10.17309/tmfv.2021.4.04.

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The study purpose. This study aims to determine the level of understanding of the pedagogical competence ofPhysical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, batch 2016. Materials and methods. This research method is a survey with a quantitative descriptive approach. The population is 180 physical education students, the sample selection is 52 physical education students using incidental sampling technique. The research instrument is a valid and reliable questionnaire. The data analysis technique is the analysis presented using the percentage. Results. The results obtained show that the level of understanding of the pedagogic competence of Physical Education, Health and Recreation students of the Faculty of Sports Science, Yogyakarta State University, class 2016 was “very low” 3.85% (2 students), “low” 67.31% (35 students), “medium” 19.23% (10 students), “high” 9.62% (5 students) and “very high” 0% (0 students). Conclusions. Based on the results of the study, it can be concluded that the level of understanding of the pedagogic competence of Physical Education students is in the low category.

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Khaitbaeva, Naima Khabibullaevna. « TRANSLATION AS AN INDEPENDENT SCIENCE : THE LINGUISTIC ASPECT OF INTERCULTURAL COMMUNICATION ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n^o 05 (26 mai 2021) : 32–36. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-06.

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This article discusses the translation of this article plays an active role in strengthening the interethnic foundations of all national cultures, establishing and developing friendly relations between the fraternal peoples of our country, as well as a powerful factor not only as a means of communication, but also its linguistics, methodology and terminology.

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Śliwerski, Bogusław. « Pedagogika holistyczna ». Problemy Wczesnej Edukacji 49, n^o 2 (17 juin 2020) : 7–20. http://dx.doi.org/10.26881/pwe.2020.49.01.

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The subject of analysis is the concept of holism in contemporary Polish pedagogical thought, changing its meaning in the course of the development of humanistic and social sciences. Hence, I undertake reflection on whether holistic pedagogy exists, whether possibly among its diversified theories, systems of knowledge and models there occurs a holistic approach to science, research methodology and/or educational influences.

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Sri Wulan Dari, Eka Deasi, et Yulhendri Yulhendri. « Analisis Kompetensi Profesional dan Kompetensi Pedagogik Mahasiswa Pendidikan Ekonomi Universitas Negeri Padang ». Jurnal Ecogen 2, n^o 4 (13 décembre 2019) : 757. http://dx.doi.org/10.24036/jmpe.v2i4.7853.

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This study aims to analyze professional competence and pedagogic competence students of economic education of Padang State University. This type of research is descriptive research. The population of this research is the economic education of the force of 2016 Faculty Economics of Padang State University. Components of 119 students, this research sample amounted to 55 students. Data are collected by documentation, and test. The results of this study indicate: professional competence and pedagogics students of economic education force 2016 that will carry out the PLK in less category and enough professional competence consists of mastering concept structure material and science mindset that supports the subjects that are infected, developing creative learning materials are created. For pedagogic competence consists of mastering the learning theory and educational principles of education; Developing curriculum related to the field of development is promoted; Mastering the characteristics of learners from physical, moral, social, cultural, emotional, and intellectual aspects; Utilizing the results of the assessment and evaluation for the learning interests. Keyword: professional competence, pedagogic competence

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KARTAL, TEZCAN, HAVVA YAMAK et NUSRET KAVAK. « Mikro Öğretimin Fen Bilgisi Öğretmen Adaylarının Pedagojik Alan Bilgileri Üzerindeki Etkisi ». KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 18, n^o 3 (30 décembre 2017) : 740–71. http://dx.doi.org/10.29299/kefad.2017.18.3.039.

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Tran Thi Tuyet, Mai. « Some difficulties of students when practicing pedagogy in high schools today ». Journal of Science Educational Science 66, n^o 3 (juillet 2021) : 102–12. http://dx.doi.org/10.18173/2354-1075.2021-0047.

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In the process of pedagogical practice, besides the advantages, students also encounter many difficulties. The content of this article analyzes the difficult situation of students of Hanoi Pedagogical University and the University of Education - Da Nang University when they practice pedagogy in high schools today. According to the research results, the student's difficulty performance is assessed with an average score, but there is a difference in the corresponding 5 levels of choice. The assessment of the difficulties of pedagogic practice of students from two pedagogical universities is different and the difference is statistically significant.

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Carrasco de Paula, Ignacio, et Maddalena Pennacchini. « Scienza medica e filosofia nella riflessione dei filosofi dell’esistenza ». Medicina e Morale 53, n^o 6 (31 décembre 2004) : 1189–201. http://dx.doi.org/10.4081/mem.2004.623.

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Nella concezione dei pensatori di epoca positivista la scienza è la sola forma di conoscenza possibile e il metodo della scienza è l'unico valido. I positivisti non ammettono, pertanto, il ricorso a cause o principi che non siano riconducibili al metodo della scienza poiché ritengono che questi non fanno progredire il cammino della conoscenza e li considerano una pericolosa ricaduta nella metafisica. Alla filosofia spetta sostanzialmente un unico compito, quello di enunciare dei principi comuni alle varie scienze. Essa detiene la funzione di riunire e coordinare i risultati delle singole scienze, in modo da realizzare una conoscenza unificata e generale. Per contro Jaspers e Weizsäcker considerano la scienza e la filosofia come due distinte strade che conducono alla conoscenza. Essi volendo salvare i rapporti tra le due discipline si sono trovati nella necessità di collocarle su due piani distinti. Si tratta, tuttavia, di una distinzione di tipo contenutistico e metodologico che implica una conciliazione necessaria. E questo perché il limite fondamentale del sapere scientifico risiede proprio nella natura del suo procedimento metodologico. La scienza - vincolata dal suo metodo che le impone di attenersi alle oggettività ipoteticamente costruite - non giunge alla verità delle cose, bensì esclusivamente alla loro esattezza, ossia alla corrispondenza della loro oggettivazione con le ipotesi che l’hanno consentita. Pertanto, le scienze non conoscono il mondo, ma l’ordinamento del mondo da loro ipotizzato. Contro questa tendenza, Jaspers reagì affermando che gli scienziati devono imparare a pensare, e tale obiettivo pedagogico deve essere perseguito dalla filosofia.

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Mutanen, Arto. « Constructive Methods in Economics ». Synthesis philosophica 34, n^o 1 (2019) : 45–57. http://dx.doi.org/10.21464/sp34104.

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Constructive methods and constructivity have been under extensive discussion in the philosophy of science. In mathematics and experimental sciences, constructive methods have a long tradition. From experimental sciences, constructive methods broadened to empirical sciences, as constructive empiricism demonstrates. For the last few decades, scientists from social sciences have been discussing social constructionism, which is a new direction in this multidimensional tradition of constructive methods. In economics, mathematical methods such as game theory are generally used. The mathematisation of science can be done in the spirit of the pedagogic-scientific mode or technocratic-scientific mode, which both are present in economics. Mathematical and other constructive methods may allow us to find out scientific understanding for particular phenomena. However, there is a real danger that the whole of science becomes technocratic. The question is not about constructions, but the whole aim of science – whether it is pedagogical or not.

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Yusupov, Halilulloh. « THE DEVELOPMENT OF THE SCIENCE OF HADITH IN MOVAROUNNAHR IN THE IX CENTURY ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n^o 09 (30 septembre 2021) : 172–75. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-35.

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In this article, the author discusses the definition of hadith science, the history of its emergence, the period of writing hadiths, and the schools of hadith science. In particular, he spoke about the influx of hadith science into Movarounnahr and the early schools of hadith there and the hadith scholars who contributed to the development of hadith science in Movarounnahr. Imam Bukhari, who received the title of "Commander of the Faithful" in the science of hadith, and Imam Termezi, who is known among hadith scholars for his memorization and memory, and his mastery of the subtleties of the science of hadith, were born in the land of Movarounnahr.

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Nikitin, Sergey V. « Socio-pedagogical adaptation as a problem of psychological and pedagogical science ». Tambov University Review. Series : Humanities, n^o 3 (2022) : 646–54. http://dx.doi.org/10.20310/1810-0201-2022-27-3-646-654.

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The analysis of the main problems associated with the socio-pedagogical adaptation of the individual, both in theoretical and practical aspects, was carried out. Three problems facing social pedagogy as a theoretical part of sociology are considered. The content of the first problem re-lated to the analysis of the concepts of “social adaptation”, “social-psychological adaptation” and “social-pedagogical adaptation”, which is important for the theory of social adaptation in general, as well as for the development of the scientific foundations of socio-pedagogical technologies that are adequate to the goals, is disclosed and the tasks of social adaptation, rehabilitation and increasing the level of adaptability of the child's personality. The content of the second problem related to the need for professional training and retraining of a social teacher, who is able to situationally and effectively solve in practice the problems of social adaptation of children and students of different age groups, is revealed. The content of the third problem is revealed, which involves the formation of key competencies in a social teacher, allowing him not only to quickly navigate and correctly select the latest theories and concepts from a modern scientific and psychological data bank that can be used as the basis of socio-pedagogical technologies for the social adaptation of a person, but also develop appropriate technologies that meet the criteria of conceptuality, consistency, reproducibility.

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Miller, Alison Riley, et Lauren P. Saenz. « Exploring relationships between playspaces, pedagogy, and preschoolers’ play-based science and engineering practices ». Journal of Childhood, Education & ; Society 2, n^o 3 (15 décembre 2021) : 314–37. http://dx.doi.org/10.37291/2717638x.202123121.

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This manuscript reports the results of a research study exploring the ways in which physical space and teacher pedagogy are related to preschoolers’ engagement with science and engineering practices while at play. Using the Science and Engineering Practices Observation Protocol (SciEPOP), researchers captured children’s engagement with the eight science and engineering practices identified in the Next Generation Science Standards (NGSS). This study explores relationships between specific playspaces, materials, and pedagogical strategies, and children’s patterns of engagement with particular science and engineering practices during free play. There are notable differences in the spaces, materials, and pedagogies children encounter across the four participating preschools, and these differences suggest significant gaps in children’s opportunities to engage in and deepen their enactment of science and engineering practices. The authors present evidence in support of adaptive, personalized strategies for deepening children’s engagement with science through play, and raise questions about equity in early science learning environments that have implications both nationally and internationally for science education research, practice, and policy.

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Roe, Daniel. « Pedagogies of Sport in Youth Detention : Withholding, Developing, or Just “Busying the Youth” ? » Journal of Contemporary Ethnography 50, n^o 2 (27 janvier 2021) : 261–88. http://dx.doi.org/10.1177/0891241620986844.

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This article examines pedagogies of sport in youth detention, drawing on ethnography (primarily participatory observations and interviews) at two all-male youth detention homes in Sweden. Focusing on youths’ experiences situated in discourse and practice, three pedagogies of doing sport in youth detention are described: withholding sport, busying with sport, and sport as developmental community. The young men in this study experienced mixed messages through sport, revealing how rehabilitation through sport was obscured by predominant pedagogies of withholding sport (i.e., punishment or correction) and busying with sport (i.e., containment or filling the time). Yet there were glimpses of another pedagogy, sport as developmental community, and the experiences and pedagogical work underpinning this endeavor are highlighted. This study illustrates how competing functions of youth justice—punishment, containment, and development—are accomplished, and experienced, through (sport) pedagogical practice.

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Sliverskyi, Bohuslav. « Pedagogy of the future ». Osvitolohiya, n^o 6 (2017) : 8–19. http://dx.doi.org/10.28925/2226-3012.2017.6.819.

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A view of pedagogy, at least in several possible contexts, is undoubtedly related to the sense of some states and the experience of those who are active creators of this discipline, the researchers or clients. The author suggests considering three aspects of the functioning of pedagogy in the academic field, the first two of which, lead to its relative «disability», destruction or anomaly with some negative consequences of the process. The similarity of the conditions of scientific work and the academic views of educators does not provide automatic cooperation in the last of the proposed dimensions of pedagogy - the pedagogy of hope or hope associated with pedagogy. If we do not consider science as a professional, social, cultural and historical mission, with giving politicians and business representatives all the power to make decisions, we will cut the branches of the tree of generations, instead of promoting our achievements. The time has come to get up from knees, to create a new identity with usefulness for both scientific pedagogy and practice. It is possible that we should even change the language of communication with the outside world, preserving it in its structures and studying its tightness, highly specialized diversity.For example, if we want to write about social phenomena, we should present the widest possible approach to the topic: philosophy, anthropology, psychology – everything that can affect this issue. We are not able to carry out certain research in one or another field without careful study of the existing literature. Despite the fact that there are blurring boundaries in the field of humanities and social sciences as a result of interdisciplinary research, however, none of the positivist period selected scientific disciplines renounce its own identity. On the contrary, it tries to show a special contribution by metaphorizing the world of education.

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Mansurjon qizi, Bahromova Muhayyo. « THE IMPORTANCE AND NECESSITY OF TEACHING COMPUTER SCIENCE AND PROGRAMMING FOR PRIMARY SCHOOL STUDENTS ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, n^o 09 (30 septembre 2021) : 192–96. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-40.

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The article highlights the importance and objective necessity of teaching computer science and programming to primary school students in the progress of the country's education system at the current stage of development. Furthermore, it outlines the specifics of computer literacy and skills development for primary school students in the context of the development of the digital economy. The article describes that in a developing information society, the basis of social development is not only traditional opportunities, but also people's ability, initiative, creative approach to work, intellectual activity, independent improvement of their knowledge and skills, and, at the same time, the processes of storing, transmitting and receiving large amounts of data are the biggest impetus for the development of computer technology in various fields of human activity.

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Mukhtarovna, Kodirova Nargiza. « AS A FACTOR IN IMPROVING THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF HISTORICAL SCIENCE ». CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, n^o 01 (1 janvier 2023) : 19–26. http://dx.doi.org/10.37547/pedagogics-crjp-04-01-03.

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In this article will teach pedagogy to work independently with the science of history in higher educational institutions, find logical connections between certain parts of the text in future history science teachers, in which the formation of skills for determining the facts under consideration will increase the level of efficiency.

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Skrobach, Nadiia, Oksana Shapoval, Vira Vyshyvanyuk et Vitalii Petryna. « Technologization of Innovative Educational Processes in Higher Education Establishments ». Archive of Clinical Medicine 28, n^o 1 (17 octobre 2022) : 61–63. http://dx.doi.org/10.21802/acm.2022.1.1.

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The needs of Ukraine’s economic development require the creation of new, innovative technologies that take into account changes in the social and spiritual life of young people, the need to form a harmonious personality and optimize the learning process. New pedagogical technologies are aimed primarily at “providing conditions for self-realization of student’s essential capabilities in various kinds of theoretical and practical activities, in dynamic life in the new market conditions”. An essential feature of modern innovation processes in the field of education and upbringing is their technologization – a strict compliance with the content and sequence of stages of innovation implementation. The difference between technology and methodology is a fundamental issue for modern pedagogics. Technology and methodology are distinguished by two main points: the guarantee of the final outcome and planning of the future educational process. The varieties of personality-centered pedagogical technologies include personality developmental teaching, productive teaching, personalized teaching and technology of higher labor, self-development, technology of humanism. Analyzing the features of higher pedagogical education technologization, the attention should be paid to an increase in the need for the use of new information technologies in the training of new generation specialists for modern educational systems. New information technologies (NIT) are defined as a set of methods and technological means of collecting, organizing, storing, processing, transmitting and presenting information that increases people’s knowledge and develops their capabilities to manage technological and social problems. Pedagogical technology is interpreted according to three aspects: the scientific aspect (pedagogical technology as a component of pedagogical science that creates pedagogical processes in pedagogical systems); procedural and descriptive aspect (description, process algorithm, a set of goals, content of methods and means to achieve guaranteed results according to the goal); procedural and effectual aspect (implementation of the technological process, functioning of all personal tools).

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Gatt, Suzanne, et Laura Armeni. « Science Education in Europe : Pedagogical Challenges ». International Journal for Cross-Disciplinary Subjects in Education 4, n^o 3 (1 septembre 2013) : 1222–26. http://dx.doi.org/10.20533/ijcdse.2042.6364.2013.0171.

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TSYBULKO, O. « HUMAN SPIRITUAL ORIENTATIONS IN PEDAGOGICAL SCIENCE ». Pedagogical Sciences, n^o 74 (20 décembre 2019) : 131–34. http://dx.doi.org/10.33989/2524-2474.2019.74.196680.

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Ponomarev, Roman Evgenevich. « Typical mistakes in science pedagogical research ». Moscow University Pedagogical Education Bulletin, n^o 3 (30 septembre 2014) : 13–18. http://dx.doi.org/10.51314/2073-2635-2014-3-13-18.

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