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Статті в журналах з теми "Didactic instrument"
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Vidulin, Sabina. "Playing Instrument in Regular Music Class: Musical-Pedagogical and Didactic Implications." English version, no. 10 (October 22, 2018): 147–64. http://dx.doi.org/10.51515/issn.2744-1261.2018.10.147.
Повний текст джерелаАнотація:
The article elaborates the role and importance of introducing the activity of playing instruments in regular music class. Although represented in most previous curricula, in the 2006 curriculum playing an instrument has been given a great possibility for a qualitative realization. By studying through literature units, and interviewing teachers, the author systematized the advantages and limitations of playing instrument(s) in regular class. Also, the new model for playing instruments in class has been described.
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Kuswara, R. Didi, Essa Eqal Almazroei, and Muhamad Galang Isnawan. "Online didactical design for subtraction fractions: A didactical design research through lesson study activities." International Journal of Didactic Mathematics in Distance Education 1, no. 1 (April 24, 2024): 37–46. http://dx.doi.org/10.33830/ijdmde.v1i1.7772.
Повний текст джерелаАнотація:
When the COVID-19 pandemic struck, students encountered several obstacles during their learning, including the inability to implement optimal learning strategies. Therefore, this research aimed to develop an online didactic design that could potentially reduce barriers to student learning, particularly in fraction subtraction operations. The research employed a didactical design approach. At each step of the research design, the researcher used lesson study activities to produce a good online didactic design. Participants in this research were 56 students in grades VII and VIII, aged 13 to 18 years. The researcher was the main instrument, with several additional instruments, such as online didactic design, fraction tests, interview guides, and documentation studies. We used thematic analysis to analyze data on learning barriers, and qualitative analysis to analyze implementation data. The research results revealed that students indicated that they had experienced learning obstacles with ontogenic and epistemological obstacles during the COVID-19 pandemic. Upon compiling and implementing the online didactic design, we found no evidence of learning obstacles among the students. Although students encountered difficulties when solving fraction subtraction problems, this was not due to learning factors, but rather to internal factors such as a lack of study time.
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Dennis, Vincent, Melissa Craft, Dale Bratzler, Melody Yozzo, Denise Bender, Christi Barbee, Stephen Neely, and Margaret Robinson. "Evaluation of student perceptions with 2 interprofessional assessment tools—the Collaborative Healthcare Interdisciplinary Relationship Planning instrument and the Interprofessional Attitudes Scale—following didactic and clinical learning experiences in the United States." Journal of Educational Evaluation for Health Professions 16 (November 5, 2019): 35. http://dx.doi.org/10.3352/jeehp.2019.16.35.
Повний текст джерелаАнотація:
Purpose: This study investigated changes in students’ attitudes using 2 validated interprofessional survey instruments—the Collaborative Healthcare Interdisciplinary Relationship Planning (CHIRP) instrument and the Interprofessional Attitudes Scale (IPAS)—before and after didactic and clinical cohorts.Methods: Students from 7 colleges/schools participated in didactic and clinical cohorts during the 2017–2018 year. Didactic cohorts experienced 2 interactive sessions 6 months apart, while clinical cohorts experienced 4 outpatient clinical sessions once monthly. For the baseline and post-cohort assessments, 865 students were randomly assigned to complete either the 14-item CHIRP or the 27-item IPAS. The Pittman test using permutations of linear ranks was used to determine differences in the score distribution between the baseline and post-cohort assessments. Pooled results were compared for the CHIRP total score and the IPAS total and subdomain scores. For each score, 3 comparisons were made simultaneously: overall baseline versus post-didactic cohort, overall baseline versus post-clinical cohort, and post-didactic cohort versus post-clinical cohort. Alpha was adjusted to 0.0167 to account for simultaneous comparisons.Results: The baseline and post-cohort survey response rates were 62.4% and 65.9% for CHIRP and 58.7% and 58.1% for IPAS, respectively. The post-clinical cohort scores for the IPAS subdomain of teamwork, roles, and responsibilities were significantly higher than the baseline and post-didactic cohort scores. No differences were seen for the remaining IPAS subdomain scores or the CHIRP instrument total score.Conclusion: The IPAS instrument may discern changes in student attitudes in the subdomain of teamwork, roles, and responsibilities following short-term clinical experiences involving diverse interprofessional team members.
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Alsulami, Naif Mastoor, Muhamad Galang Isnawan, Samsul Bahri, Imam Pakhrurrozi, and Farah Heniati Santosa. "Meaning and learning fractions: analysis of learning barriers from a mathematics teacher's perspective." Polyhedron International Journal in Mathematics Education 1, no. 1 (May 13, 2023): 7–14. http://dx.doi.org/10.59965/pijme.v1i1.2.
Повний текст джерелаАнотація:
Converting mixed numbers into common fractions is one of the formula problems in learning fractions which is a problem in learning. However, not many studies have examined this conversion. In addition, there are not many studies that try to provide solutions to the conversion problem. Therefore, this study aims to identify the types of learning barriers students experience when converting mixed numbers into common fractions and provide alternative solutions to minimize these learning barriers. The research design used to achieve this goal is didactical design research (DDR). DDR was chosen because it uses the results of identifying types of learning barriers to develop didactic designs in learning fractions. The participants in this study were math teachers with 26 years of age and less than 5 years of teaching experience. The main instrument in this study was the researcher using several additional instruments, such as fraction comprehension tests, interview guides, and didactic designs. The data was then analyzed using qualitative data analysis. The results of the study revealed that students indicated that they experienced learning difficulties with different types of epistemological obstacles because they rarely start learning with everyday life problems. The solution offered in the didactical design is the use of the problem as an initial situation in learning which students will then respond to in the form of a didactical situation. The recommendations offered in this study are the implementation of the didactic design itself.
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Jatmiko, Muhammad Anang, Tatang Herman, and Jarnawi A. Dahlan. "Desain Didaktis Materi Kaidah Pencacahan Untuk Siswa SMA Kelas XI." Hipotenusa Journal of Research Mathematics Education (HJRME) 4, no. 1 (August 5, 2021): 35–54. http://dx.doi.org/10.36269/hjrme.v4i1.464.
Повний текст джерелаАнотація:
This study aims to develop didactic design on counting rules for senior high school. The didactic design is designed by considering two things the result of the test analysis of learning obstacle instrument and learning trajectory. This didactic design consists of four meetings obtained through the three formal stages performed in the study. The first stage is prospective ie didactic situation analysis before learning in the form of hypothetical didactic design including pedagogical didactic anticipation (ADP), second phase metaped analysis is notthe form of design implementation phase, and last stage is retrospective analysis which is an analysis that relate result of prospective analysis with metaped analysis nottik used to formulate empirik design. The research for preparing the didactic design begins with the provision of difficulties in learning the material of the counting rules and the analysis of the teaching materials. The results of the learning obstacle test show that students experience learning barriers that are categorized into three, namely ontogenic obstacle, didactical obstacle, and epistemological obstacle. The didactic design was implemented to 35 students of class XI in one of the senior high school in South Jakarta. Based on the results of research, didactic design developed this can be used as an alternative teaching materials concept of counting rules to minimize student learning barriers.
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Mirete Ruiz, Ana Belén, Francisco Alberto García-Sánchez, and Mª Cristina Sánchez-López. "Implicación del alumnado en la valoración de su satisfacción con las webs didácticas." Edutec. Revista Electrónica de Tecnología Educativa, no. 37 (September 20, 2011): a175. http://dx.doi.org/10.21556/edutec.2011.37.394.
Повний текст джерелаАнотація:
Presentamos el proceso y resultado del esfuerzo por implicar al alumnado universitario en la valoración de Web Didácticas. Hemos trabajado cooperativamente con alumnos y profesores, con el objetivo de conseguir un instrumento de evaluación ajustado a la percepción que ambos colectivos tienen del recurso. Nuestros resultados aportan un conjunto de ítems para valorar la satisfacción del alumnado con las webs didácticas y la comprobación de que ese recurso, desde una perspectiva didáctica, resulta muy bien valorado por el alumnado.Implication of the student body in the appraisal of his satisfaction with the use of didactic websitesAbstractWe introduce the process and the results of an effort in order to implicate the universitary student body in the appraisal of their satisfaction about the use of the didactic webs. We have worked hand to hand with students and professors, with the aim to obtain an instrument of evaluation adjusted to the perception that both groups have of the resource. Our results provide a set of items to evaluate the satisfaction of the learners with the use of didactic websites and the test that this technological resource, oriented from a didactical view, is well valued by the student body.
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Nopriana, Tri, Cita Dwi Rosita, and Diana Halbi. "Implementation of Didactical Design on Circle Material at Junior High School." Kreano, Jurnal Matematika Kreatif-Inovatif 13, no. 1 (June 1, 2022): 100–112. http://dx.doi.org/10.15294/kreano.v13i1.32620.
Повний текст джерелаАнотація:
This study aimed to implement a didactic situation design to overcome learning obstacles in the circumference and area of the circle. The method used is qualitative research with Didactical Design Research which goes through the last two stages, namely metapedadidactic analysis and retrospective analysis. The instrument used is a didactic situation design prepared by Rosita, Maharani, Tonah Munfi (2020) and interview guidelines. Based on the implementation results, the didactic situation that has been designed has not been able to overcome students' learning obstacles fully. In addition, a new learning obstacle appears in the concept of the circumference of a circle. Not all students can measure the length of the curvature of a circle because there are inaccurate measurement results. In this study, the didactic design was revised regarding the circumference and area of a circle based on metapedadidactic and retrospective analysis.Penelitian ini bertujuan untuk mengimplementasikan rancangan situasi didaktis sebagai upaya mengatasi learning obstacle pada materi keliling dan luas lingkaran. Metode yang digunakan adalah penelitian kualitatif dengan Didactical Design Research yang melalui dua tahap terakhir yaitu analisis metapedadidaktik dan analisis retrospektif. Instrumen yang digunakan berupa rancangan situasi didaktis yang telah disusun oleh Rosita, Maharani, Tonah Munfi (2020) serta pedoman wawancara. Berdasarkan hasil implementasi, situasi didaktis yang telah dirancang belum sepenuhnya dapat mengatasi learning obstacle siswa. Selain itu, terdapat learning obstacle baru yang muncul pada konsep keliling lingkaran yaitu tidak semua siswa mampu mengukur panjang lengkungan lingkaran karena terdapat hasil pengukuran yang kurang akurat.Pada penelitian ini, dilakukan perbaikan kembali desain didaktis mengenai konsep keliling dan luas lingkaran yang disusun berdasarkan analisis metapedadidaktik dan retrospektif.
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Steinberg, Valery E., and Dina R. Fatkhulova. "The Base as an Indispensable Didactic Instrument in Remote and Classroom-Based Formats of Teaching." Music Scholarship / Problemy Muzykal'noj Nauki, no. 2 (2022): 83–93. http://dx.doi.org/10.33779/2782-3598.2022.2.083-093.
Повний текст джерелаАнотація:
The article is devoted to study of the encumbrances arising in the remote format of preparing students of pedagogic higher educational institutions, as well as teaching pupils of village schools, according to the state mission of the Ministry of Enlightenment of the Russian Federation, as well as the proposed direction of search and experimental approbation of didactic means designed for overcoming the examined encumbrances. The article includes visual materials, which help form and shape the direction of the search for new means for the remote format of teaching, – namely, visual didactic bases in the form of logical-semantic models. The posed problem is solved in the following logical sequence: from the encumbrances arising in the remote format of teaching to the demands directed towards decreasing the formulated encumbrances, and, finally – towards a concrete fulfillment of the demands by means of didactics. Among the didactic means used is the method of logical-semantic modeling of knowledge presented in the language of the education, a package of universal teaching activities of the analytical type used during the logical-semantic modeling, as well as a symmetrical eight-channel foundation of a figurative character for placing the results of the logical-semantic modeling. An important distinction of the examined direction is the universality of the developments and tables brought in the article applicable for use while teaching various tutorial disciplines, including music.
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Setiawan, Ide Pustaka, Jan Van Dalen Jan Van Dalen, and 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, no. 2 (July 31, 2013): 85. http://dx.doi.org/10.22146/jpki.25156.
Повний текст джерелаАнотація:
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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Muhibban, Muhibban, Muhamad Galang Isnawan, and Abdul Aziz. "Android-based Didactical Design for Learning Lines and Angles: An Interpretive Didactical Design Research." Polyhedron International Journal in Mathematics Education 1, no. 2 (November 20, 2023): 106–18. http://dx.doi.org/10.59965/pijme.v1i2.54.
Повний текст джерелаАнотація:
Lines and angles are quite important mathematical concepts. This is proven because lines and angles cannot be separated in life. However, lines and angles actually become a problem/obstacle in the classroom. The purpose of this research is to determine the description of students' learning obstacles in the material on lines and angles for class VIII MTs NW Pringgajurang, then a didactic design for learning lines and angles will be prepared. The research design used is didactical design research-interpretive. The participants in this research were Class VIII students at MTs NW Pringgajurang with an age range of 12 to 14 years. The researcher is the main instrument in this research, with several additional instruments such as tests for understanding lines and angles, student biodata, interview guides and didactic designs for lines and angles. The data analysis technique used in this research is thematic data analysis. This thematic analysis is used as a basic foundation for the analytical process in qualitative research, by paying attention to the results of the data collection carried out. The results of the research show that students experience learning obstacles with ontogenic psychological and ontogenic conceptual types. With this Android-based didactic design, it is hoped that it will be able to minimize barriers to students' learning on line and angle material at MTs NW Pringgajurang.
Дисертації з теми "Didactic instrument"
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Dequidt, Clotilde. "Étude des conditions d'efficacité d'une analogie mécanique instrumentée pour l'enseignement de l'électrocinétique en terminale scientifique." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20014/document.
Повний текст джерелаАнотація:
Depuis plus de trente années, des recherches en didactique de la physique ont montré dans un grand nombre de pays que les élèves rencontrent des difficultés d'apprentissage en électricité et ce, quel que soit le niveau scolaire. Ces difficultés s’expliquent notamment par un certain nombre de conceptions qui viennent entraver la compréhension des phénomènes électriques. Pour palier ces difficultés, les didacticiens, et de fait les enseignants, utilisent des analogies plus ou moins adaptées et performantes. Pour réaliser notre travail de recherche, nous étudions une analogie innovante entre les domaines mécanique (domaine source) et électrique (domaine cible), cette analogie a la particularité d'être instrumentée, ce qui permet d'expérimenter dans le domaine source. Notre travail de recherche s’intéresse aux conditions d’efficacité de cette analogie pour l'apprentissage des élèves. La revue bibliographique dans les domaines de la didactique de la physique, l'ergonomie et la cognition incarnée a permis, dans un premier temps, d'établir un ensemble de conditions auxquelles doit répondre l'analogie pour être efficace. Notre travail a permis de montrer que cette analogie possède les critères requis pour être considérée comme une analogie potentiellement efficace. Dans un second temps, nous avons vérifié l'impact de la mise en oeuvre de cette analogie avec des élèves de terminale scientifique. Pour cela nous avons réalisé des questionnaires et des entretiens avec les élèves. Les résultats aux questionnaires mettent en évidence une efficacité moindre que celle que laissait supposer l'étude sur le potentiel didactique de l'analogie. C'est par le biais d'entretiens auprès des enseignants et d'enregistrements de cours qu'une très grande disparité d'utilisation de l'analogie a été repérée. L'étude des données recueillies permet de mieux comprendre les raisons qui expliquent la faible utilisation de l'analogie. Ces résultats ont permis la conception d'une première version d'un guide d'utilisation à destination des enseignantsFor over thirty years, research in didactics of physics have shown in many countries that students encounter learning difficulties in electricity and that, regardless of the grade level. These difficulties can be especially explained by a number of misconceptions that prevent the understanding of electrical phenomena. To overcome these difficulties, researchers in didactics and teachers use analogies which are more or less adapted and powerful. To achieve our research, we study an innovative mechanical analogy between mechanical domain (source domain) and electrical domain (target domain). This analogy has the feature of being instrumented, which allows to experiment in the source domain. Our research focusses on the conditions of effectiveness of this analogy for student learning. The literature review in physics, science education, ergonomics and embodied cognition allowed, firstly, to establish a set of conditions to be met by the analogy to be effective. Our work has shown that this analogy has the necessary criteria to be considered an effective analogy. Secondly, we tested the impact of the implementation of this analogy with scientific 12th grade students. For this, we made tests and interviews with students. The test results show a lower efficiency than suggested by the study of the potential of the analogy. Through interviews with teachers and course records, we note a great disparity of use of the analogy. The study of collected data allows to better understand the reasons of the low use of the analogy. These results allowed to design a first version of a manual for teachers
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Montiès-Farsy, Sophie. "Situations d'apprentissage et activités de conception en baccalauréat technologique "Design et Arts appliqués" : représentations et instruments." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0433.
Повний текст джерелаАнотація:
Dans la formation du baccalauréat STD2A, il n’est pas question d’enseigner à des élèves la profession de designer, contrairement aux formations supérieures, mais de les préparer à intégrer ces formations. Son objectif est de donner plus des éléments de compréhension des démarches de conception qu’une compétence professionnelle de designer. La finalité de ce travail est de regarder comment l’activité de conception est enseignée au lycée. Le cadre théorique interroge les articulations entre activité, instrument, milieu, tâche et compétences et activité de conception. Le cadre de l’étude a été circonscrit à l’épreuve certificative « Projet en Design et AA » . La méthodologie s’appuie (1) sur une analyse a priori de la tâche prescrite par l’institution et redéfinie par des enseignants travaillant dans trois lycées différents, et (2) sur une analyse de l’activité d’un échantillon de leurs élèves. Les activités sont regardées à travers des entretiens menés avec les enseignants sur le dispositif qu’ils conçoivent, à travers des entretiens menés avec les élèves sur les tâches qu’ils ont réellement effectuées, et à travers les signes produits par les uns et les autres. Les résultats montrent d’une part, que l’activité d’apprentissage est instrumentée plus par les représentations différentes que les enseignants ont de la situation de référence prescrite que par leur représentation d’un état prescrit de compétence de conception. D’autre part, bien que l’activité de l’élève soit motivée par l’obtention du baccalauréat et non par la conception d’artefacts, il élabore des instruments sémiotiques et matériels propres à l’activité des étudiants qui apprennent à devenir designersThe secondary school leaving certificate in Science and Technology: Design and Applied Arts prepares pupils to integrate postsecondary design programmes.The purpose of this study was to investigate how design activity is taught in secondary school. In an attempt to highlight the impact of the environment on the learning activity, the theoretical framework questions the relationship between activity, instrument, environment, task and skills, design activity.The study favoured an exploratory analysis based on the observation of real situations in an unambiguous and operational way. The scope of the study was limited to the certification exam “Project in D and AA”. The research design was empirical and based on (1) a priori analysis of the task prescribed by the institution and redefined by teachers belonging to three different high schools, and (2) an analysis of the activity of a sample of their pupils. Observation tools were based on the abstention from direct observation. The activities were viewed: through interviews conducted with teachers; through interviews conducted with pupils on the tasks they have actually accomplished; through the signs produced by teachers and pupils. The results show that the learning activity is instrumented to a greater extent by the different representations teachers have of the prescribed reference situation than by their representation of a prescribed state of design skills. In addition, although the pupil’s activity was motivated by the obtention of a school leaving certificate and not by the design of artefacts, the pupil develops semiotic and material instruments specific to the activity of students who train to become designers
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Isaïa, Emmeline. "Le système d’éco-visualisation lexicale : hiérarchisation ontologique pour la médiation des connaissances lexicales en espagnol langue étrangère." Electronic Thesis or Diss., Rennes 2, 2024. http://www.theses.fr/2024REN20022.
Повний текст джерелаАнотація:
Cette thèse explore le domaine peu étudié de la didactique du lexique en espagnol langue étrangère (ELE) et de l’ingénierie pédagogique pour les supports d’apprentissage lexical. Elle met en évidence le manque d’attention portée aux processus de conceptualisation nécessaires à l’acquisition lexicale. L’objectif principal est d’approfondir les notions de conceptualisation et de mémorisation à travers une approche transdisciplinaire intégrant la didactique du lexique, la didactique générale, l’ingénierie cognitive et la linguistique cognitive. Elle s’organise en trois phases distinctes. Le premier volet explore la médiation dans la didactique des langues et son impact sur la conception d’outils de transmission, en considérant le langage comme un instrument de médiation. Il propose une description ontologique du lexique via une hiérarchie d’abstraction, transformant ainsi les mots en instruments de médiation. Le deuxième volet contextualise la recherche dans le domaine de la didactique du lexique en langue étrangère, en mettant en lumière les différentes dimensions du mot nécessaires à l’acquisition lexicale et en analysant les mécanismes cognitifs sous-jacents à cet apprentissage. Cette analyse aboutit à la création d’un outil appelé système d’éco-visualisation lexicale. Enfin, l’étude expérimentale menée en classe confirme l’efficacité du système d’éco-visualisation lexicale, démontrant une meilleure progression des connaissances lexicales chez les élèves par rapport aux supports traditionnels basés sur des listes de vocabulaireThis thesis explores the little- studied field of lexicon didactics in Spanish as a foreign language and pedagogical engineering for lexical learning supports. It highlights the lack of attention given to the conceptualization processes necessary for lexical acquisition. The main objective is to deepen the notions of conceptualization and memorization through a transdisciplinary approach integrating lexicon didactics, general didactics, cognitive engineering, and cognitive linguistics. It is structured into three distinct phases.The first part explores mediation in language didactics and its impact on the design of transmission tools, considering language as a mediation instrument. It proposes an ontological description of the lexicon through a hierarchy of abstraction, thus transforming words into mediation instruments. The second part contextualizes the research in the field of lexicon didactics in foreign language teaching, highlighting the different dimensions of the word essential for lexical acquisition and analyzing the underlying cognitive mechanisms of this learning. This analysis leads to the creation of a tool called lexical eco-visualization system. Finally, the experimental study conducted in the classroom confirms the effectiveness of the lexical eco-visualization system, demonstrating better progress in lexical knowledge among students compared to traditional supports based on vocabulary lists
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Balas, Stéphane. "Le référentiel, un outil de formation, un instrument de développement du métier : Le métier de masseur-kinésithérapeute en référence." Phd thesis, Conservatoire national des arts et metiers - CNAM, 2011. http://tel.archives-ouvertes.fr/tel-00726931.
Повний текст джерелаАнотація:
Un référentiel est un document textuel qui cherche à décrire une réalité, souvent complexe, pour qu'elle fasse " référence " et qu'ainsi, elle devienne discutable pour chacun. Il existe des référentiels de diplômes professionnels, des référentiels de compétences utilisés dans l'entreprise, des référentiels d'évaluation, de formation...Cependant, la conception de référentiels pose question sur deux plans : aux problèmes méthodologiques souvent mis en avant, s'ajoutent de vrais enjeux théoriques. La question est de parvenir à saisir, dans un document par nature inerte et généralisant, une activité de travail dynamique et singulière. Cette thèse cherche à montrer, en s'appuyant sur deux interventions avec des masseurs-kinésithérapeutes, conduites avec des méthodologies de clinique de l'activité, comme on peut référentialiser, non les éléments réglés du métier, mais ce qui reste discuté entre professionnels et ainsi obtenir un référentiel qui peut favoriser le développement du métier décrit et seconder les opérateurs dans la reprise en main de leur pouvoir d'agir.
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Rocha, Elizabeth Matos. "Uso de instrumentos de mediÃÃo no estudo da grandeza comprimento a partir de sessÃes didÃticas." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=418.
Повний текст джерелаАнотація:
RESUMO
O trabalho aborda o estudo da grandeza comprimento no ambiente real da sala de aula. De acordo com minhas pesquisas, autores como Miguel e Miorim (1986), Lima e Bellemain (2002) verificam posturas, por parte da comunidade escolar, que comprometem, seriamente, o ensino de Geometria, especialmente o das grandezas geomÃtricas. Dentre essas posturas, cito a Ãnfase nos conteÃdos voltados para a AritmÃtica, como problemas com as operaÃÃes fundamentais e fraÃÃes, enquanto os tÃpicos de Geometria sÃo abordados superficialmente. A partir dessa constataÃÃo, elaborei e apliquei sessÃes didÃticas cujo objetivo central consistiu em investigar o uso de instrumentos de mediÃÃo como suporte para a aprendizagem da grandeza comprimento. Os referenciais teÃricos norteadores do aspecto cognitivo estÃo vinculados aos processos de assimilaÃÃo e acomodaÃÃo de Piaget (1982), no processo de interaÃÃo social de Vygotsky (1994) e em elementos da EducaÃÃo MatemÃtica. A pesquisa à de natureza qualitativa, na abordagem de um estudo de caso (LÃDKE & ANDRÃ, 1986) e teve uma prÃtica pedagÃgica, por meio da intervenÃÃo de sessÃes didÃticas, com alunos, na faixa etÃria de 11 a 15 anos, de uma escola pÃblica municipal de Fortaleza. Como resultado, confirma-se que o trabalho, com instrumentos de mediÃÃo, desenvolvido com os alunos se mostrou um recurso eficiente para o aumento do conhecimento do assunto proposto. Espero que a evidÃncia deste fato possa ajudar a desconstruir o mau hÃbito, por parte do sistema escolar, da abordagem do estudo das grandezas, com os alunos, tomando como recurso didÃtico, somente o livro texto adotado.ABSTRACT This work approaches a study of âlargeness lengthâ in a real environment of a classroom. According to my researches, authors such as Miguel and Miorim (1986), Duarte (2002), Lima e Bellemain (2002) verify some postures from the school community, which seriously compromise the Geometry teaching, especially in the study field of geometry largeness. Among these postures, I can cite the emphasis given to the contents directed toward to Arithmetic, such as basic Math operations and fractions, while some Geometry topics are superficially approached. From this evidence, I applied and elaborated didactic sessions which the central objective consisted of investigating the use of measurement instruments as a support for the learning of âlargeness lengthâ. The theoretical references that give direction to the cognitive aspect are tied with the Piagetâs assimilation and accommodation processes (1982), in the social interaction process of Vygotsky (1994) and also tied with some Math education elements. This research is of qualitative nature, and in its approach of study of case (LÃDKE & ANDRÃ, 1986) it had a pedagogical practice, through didactic intervention sessions with some students, ages from 11 to 15, in a public school of FortalezaÂs city. As a result, it was confirmed that the work using measurement instruments with students has showed itself as a very efficient resource for the knowledge growth of the considered subject. I hope the evidence of this fact, helps in the destruction of a bad habit created by the school system regarding the approach given to the Math study field âGeometry largenessâ, and not to make students use the adopted textbook as the only didactic resource anymore. Key-Words: largeness length, didactic sessions, instruments of measurement.
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Feitosa, Radegundis Aranha Tavares. "O ensino de trompa: um estudo dos materiais didáticos utilizados no processo de formação do trompista." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/6607.
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Research on instrumental teaching have gone through significant development in recent decades, gaining, as a result, considerable importance and legitimacy, especially within the context of research in music education. Based on this fact, the present work shows the results of a study on instrumental teaching, contemplating most specifically the teaching of the French horn in northeastern Brazil. Thus, the research involves horn teachers working in the Federal University of Paraíba, Federal University of Pernambuco, Federal University of Bahia and Federal University of Rio Grande do Norte. This dissertation aims at presenting and analyzing the didactic materials employed by these teachers, reflecting on the main features of such materials, their uses and applications towards the formation of horn players. The research methodology included bibliographical studies, documental research, semi-structured interviews and the empirical experiences consolidated by the author s expertise both as a performer and a teacher of the instrument at Federal University of Rio Grande do Norte and in other parts of Brazil. One can easily see from the survey that the main didactic material used was of European origin, focusing on the European orchestral repertoire and the soloist horn repertoire. However, teachers use this material, adapting it to their pedagogical purposes, combining it with Brazilian music. The study demonstrates that teachers have adopted it to their own guidelines, organizing the material and adapting it in accordance with the professional profiles and realities of both teachers and students.
Os estudos sobre ensino de instrumento têm se expandido significativamente nas últimas décadas, ganhando espaço e legitimidade, sobretudo no âmbito das pesquisas em educação musical. Considerando essa realidade, esta dissertação apresenta resultados de uma pesquisa acerca do ensino instrumental, contemplando mais especificamente o ensino de trompa no Nordeste brasileiro. Assim, o universo da pesquisa foi constituído pelos professores de trompa atuantes na Universidade Federal da Paraíba, Universidade Federal de Pernambuco, Universidade Federal da Bahia e Universidade Federal do Rio Grande do Norte. A dissertação tem como objetivo geral apresentar e analisar os materiais didáticos que vem sendo utilizados pelo professores de trompa na Região, refletindo sobre as características desses materiais, seus usos e possibilidades de aplicação no processo de formação do trompista. A metodologia da pesquisa abrangeu estudos bibliográficos, pesquisa documental, entrevistas semiestruturadas, bem como experiências empíricas consolidadas a partir da atuação do autor como trompista e professor do instrumento na Universidade Federal do Rio Grande do Norte e em outras localidades do país. A partir da pesquisa realizada ficou evidente que os principais materiais didáticos utilizados são de origem europeia e focam o repertório orquestral europeu e o repertório para trompa solista. Apesar disso, os professores utilizam estes materiais adequando-os a suas propostas pedagógicas, inserindo cada vez mais o trabalho com a música brasileira. O trabalho demonstrou que cada professor possui direcionamentos próprios, organizando os materiais que utilizam, principalmente, em função da realidade da trajetória profissional de cada um e do perfil dos estudantes de cada contexto de ensino.
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Beaudoin, Michel, and Catherine Lanaris. "The Relationship between Didactics and Classroom Management: Towards New Tools for the Training of Math Teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79400.
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This paper presents the interest of the “instrumental conflict” concept, developed by Marquet (2005), to understand the relationship between didactics and classroom management in the training programs of
math teachers. It also shows some results of a survey, conducted in 2008 among pre-service teachers in the Université du Québec en Outaouais (Canada), revealing a perceived gap between both domains. However, those two domains are closely related during teaching in the classroom. The paper also presents a plan to better understand and improve the situation. Cooperation between classroom
management and didactics specialists is highlighted.
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Beaudoin, Michel, and Catherine Lanaris. "The Relationship between Didactics and Classroom Management:Towards New Tools for the Training of Math Teachers." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 43 - 46, 2012. https://slub.qucosa.de/id/qucosa%3A1672.
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This paper presents the interest of the “instrumental conflict” concept, developed by Marquet (2005), to understand the relationship between didactics and classroom management in the training programs of
math teachers. It also shows some results of a survey, conducted in 2008 among pre-service teachers in the Université du Québec en Outaouais (Canada), revealing a perceived gap between both domains. However, those two domains are closely related during teaching in the classroom. The paper also presents a plan to better understand and improve the situation. Cooperation between classroom
management and didactics specialists is highlighted.
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Klingovsky, Ulla, Ria Reich, and Alexandra Schmidt-Wenzel. "Die Lehrhospitation : ein hochschuldidaktisches Instrument im Professionalisierungsprozess von Hochschullehrenden." Universität Potsdam, 2010. http://opus.kobv.de/ubp/volltexte/2010/4852/.
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In diesem Beitrag werden das hochschuldidaktische Instrument der „Lehrhospitation“ und seine Relevanz im Professionalisierungsprozess von Hochschullehrenden als subjektwissenschaftlich begründetes vorgestellt. Damit richtet sich der Beitrag an Praktikerinnen und Praktiker in der hochschuldidaktischen Weiterbildung, deren Gegenstand die Professionalisierung des Lehrhandelns von Hochschullehrenden ist sowie an interessierte Hochschullehrende, die ihre Handlungsoptionen in der Lehre professionalisieren möchten.This publication focuses on „Lehrhospitation“ as an instrument to audit and evaluate teaching in higher education. In doing so, it is figured how the implementation of it has an impact on the professionalisation of teaching staff. This contribution addresses on one hand practitioners who train the teachers in higher education and on the other hand interested teachers in higher education themselves, who are looking for improvement to their teaching - as a way of professionalisation.
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ROCHA, Elizabeth Matos. "Uso de instrumentos de medição no estudo da grandeza comprimento a partir de sessões didáticas." http://www.teses.ufc.br, 2006. http://www.repositorio.ufc.br/handle/riufc/3139.
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ROCHA, Elizabeth Matos. Uso de instrumentos de medição no estudo da grandeza comprimento a partir de sessões didáticas. 2006. 225f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-06T17:57:22Z No. of bitstreams: 1 2006_Dis_EMRocha.pdf: 1282206 bytes, checksum: 75215e922308c2f1c0059d4149cb1450 (MD5)
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This work approaches a study of “largeness length” in a real environment of a classroom. According to my researches, authors such as Miguel and Miorim (1986), Duarte (2002), Lima e Bellemain (2002) verify some postures from the school community, which seriously compromise the Geometry teaching, especially in the study field of geometry largeness. Among these postures, I can cite the emphasis given to the contents directed toward to Arithmetic, such as basic Math operations and fractions, while some Geometry topics are superficially approached. From this evidence, I applied and elaborated didactic sessions which the central objective consisted of investigating the use of measurement instruments as a support for the learning of “largeness length”. The theoretical references that give direction to the cognitive aspect are tied with the Piaget’s assimilation and accommodation processes (1982), in the social interaction process of Vygotsky (1994) and also tied with some Math education elements. This research is of qualitative nature, and in its approach of study of case (LÜDKE & ANDRÉ, 1986) it had a pedagogical practice, through didactic intervention sessions with some students, ages from 11 to 15, in a public school of Fortaleza´s city. As a result, it was confirmed that the work using measurement instruments with students has showed itself as a very efficient resource for the knowledge growth of the considered subject. I hope the evidence of this fact, helps in the destruction of a bad habit created by the school system regarding the approach given to the Math study field “Geometry largeness”, and not to make students use the adopted textbook as the only didactic resource anymore. Key-Words: largeness length, didactic sessions, instruments of measurement.
O trabalho aborda o estudo da grandeza comprimento no ambiente real da sala de aula. De acordo com minhas pesquisas, autores como Miguel e Miorim (1986), Lima e Bellemain (2002) verificam posturas, por parte da comunidade escolar, que comprometem, seriamente, o ensino de Geometria, especialmente o das grandezas geométricas. Dentre essas posturas, cito a ênfase nos conteúdos voltados para a Aritmética, como problemas com as operações fundamentais e frações, enquanto os tópicos de Geometria são abordados superficialmente. A partir dessa constatação, elaborei e apliquei sessões didáticas cujo objetivo central consistiu em investigar o uso de instrumentos de medição como suporte para a aprendizagem da grandeza comprimento. Os referenciais teóricos norteadores do aspecto cognitivo estão vinculados aos processos de assimilação e acomodação de Piaget (1982), no processo de interação social de Vygotsky (1994) e em elementos da Educação Matemática. A pesquisa é de natureza qualitativa, na abordagem de um estudo de caso (LÜDKE & ANDRÉ, 1986) e teve uma prática pedagógica, por meio da intervenção de sessões didáticas, com alunos, na faixa etária de 11 a 15 anos, de uma escola pública municipal de Fortaleza. Como resultado, confirma-se que o trabalho, com instrumentos de medição, desenvolvido com os alunos se mostrou um recurso eficiente para o aumento do conhecimento do assunto proposto. Espero que a evidência deste fato possa ajudar a desconstruir o mau hábito, por parte do sistema escolar, da abordagem do estudo das grandezas, com os alunos, tomando como recurso didático, somente o livro texto adotado.
Книги з теми "Didactic instrument"
1
Pita, Maria Naranjo. La poesia como instrumento didactico en el aula de Español como lengua extranjera. Madrid: Editorial Edinumem, 1999.
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2
Franco, Morenzoni, and CETEDOC, eds. Thomas de Chobham Sermones: Instrumenta lexicologica Latina. Turnholti: Brepols, 1993.
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3
Brenni, Paolo. From Workshop to Factory: The Evolution of the Instrument-Making Industry, 1850–1930. Edited by Jed Z. Buchwald and Robert Fox. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199696253.013.21.
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This article focuses on the evolution and transformations of the instrument-making industry between 1850 and 1930. It begins with an overview of some broad categories of instruments, namely: research and precision measurement instruments, didactic and teaching instruments, industrial instruments, professional instruments, and scientific instruments. It then examines the history of the production of physics instruments and how workshops were organized, along with some of the techniques and materials used in the production of instruments. It also discusses the advertising, trading, and selling of instruments during the period; how instrument-makers in France, Britain, and Germany fared; the state of instrument-making from 1900 to World War I; and instrument-making in the United States and other countries in Europe. Finally, it evaluates instrument-making during the inter-war years.
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Guin, Dominique, Kenneth Ruthven, and Luc Trouche. Didactical Challenge of Symbolic Calculators: Turning a Computational Device into a Mathematical Instrument. Springer, 2010.
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5
Guin, Dominique, Kenneth Ruthven, and Luc Trouche. Didactical Challenge of Symbolic Calculators: Turning a Computational Device into a Mathematical Instrument. Springer London, Limited, 2004.
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6
Serafini, Maria Teresa. Como Redactar un Tema: Didactica de la Escritura (Instrumentos Paidos Coleccion Dirigida Por Umberto Eco). Ediciones Paidos Iberica, 2005.
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(Editor), Dominique Guin, Kenneth Ruthven (Editor), and Luc Trouche (Editor), eds. The Didactical Challenge of Symbolic Calculators: Turning a Computational Device into a Mathematical Instrument (Mathematics Education Library). Springer, 2004.
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Sandu, Daniela. Evaluarea elevilor in cadrul activitatilor de invatare prin cooperare. Editura Universitara, 2020. http://dx.doi.org/10.5682/9786062811327.
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Prin finalizarea cercetarii de fata ne-am propus sa oferim cadrelor didactice instrumente de lucru in organizarea activitatilor pe echipe si mai ales modalitati de evaluare a procesului invatarii prin cooperare. Iar la sfarsitul stradaniilor lor sa ajunga la acea echipa de vis (fie ea in randul elevilor, fie a cadrelor didactice), asa cum i-au numit cercetatorii de la NASA pe cei care au colaborat la sute de mii de kilometri distanta pentru salvarea echipajului navei cosmice Odyssey in 1970. Numit „un esec reusit” misiunea Apollo 13 ramane un exemplu de cooperare pentru orice domeniu de activitate, iar concluzia nu poate fi decat urmatoarea: „Momentul potrivit pentru a va construi echipa nu este in mijlocul unei provocari pe viata si pe moarte, ci cu mult inainte ca o asemenea situatie sa apara. Daca nu o aveti deja, incepeti chiar astazi sa o construiti in asa fel incat atunci cand apare o provocare majora, dumneavoastra si echipa dumneavoastra sa fiti pregatiti”.
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Kaveny, Cathleen. Juridical Insights and Theological Disputes. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190612290.003.0007.
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This chapter highlights the methodological contributions of Robert E. Rodes Jr. Writing at the intersection of law and theology, Rodes shows how conceptual tools used to distinguish between different types of legal statements can shed light on knotty theological and ethical problems. He distinguishes among three functions of law: normative, constitutive, and epistemic. He also differentiates between two methods by which the law promotes moral values: didactic and instrumental. And he identifies two strategies for relating the church to the world: Erastian and High Church. By reframing conflicts like the one between religious liberty and same-sex marriage, Rodes offers legally-inspired strategies for diffusing the culture wars.
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Interkulturalität - Musik - Pädagogik. Georg Olms Verlag, Hildesheim, 2020. http://dx.doi.org/10.25366/2022.21.
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The theme of interculturality can no longer be ignored in debates around education and upbringing. In the area of music pedagogy this is also leading to changes in schools, music colleges and teacher training. Aside from current political debates, basic considerations about a reorientation of music pedagogy offer an opportunity to engage with interculturality. This collection of conference papers offers a broad spectrum of approaches. How do music teachers, and practitioners and experts in instrumental teaching, theatre studies and music teaching in schools, higher education and research work on intercultural themes? What concepts are used in research, teacher training and classroom practice? Which empirical, didactic, systematic and historic perceptions are available for interculturally oriented music pedagogy? Where does the discussion in the German-speaking countries stand in comparison with that of other nations? (publisher)
Частини книг з теми "Didactic instrument"
1
Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Test Instrument." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 39–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_3.
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AbstractKey didactic aspects of mathematical modelling (see Sects. 1.1, 1.2 and 1.3), in particular the possibilities of characterising and acquiring modelling competence (see Sects. 1.1.3 and 1.4), were explained in previous sections.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Outlook." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 91–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_6.
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AbstractThe presented test instrument opens up a wide range of approaches for further didactic research and valuable implications for university teacher education; it may not be considered in isolation from the findings of the above discussion or from the limits set out. Against this background, this chapter provides an outlook for further research.
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Wess, Raphael, Heiner Klock, Hans-Stefan Siller, and Gilbert Greefrath. "Discussion." In International Perspectives on the Teaching and Learning of Mathematical Modelling, 87–89. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78071-5_5.
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AbstractThe results presented in the preceding sections were primarily aimed at developing a test on professional competence of pre-service teachers specifically for teaching mathematical modelling. In a first step, the theoretical foundations were laid and, based on this, the structure of professional competence used for teaching mathematical modelling was explained. Subsequently, the relevant constructs were operationalised and empirically checked. The results of the analyses presented regarding the test quality are summarised below and are classified in the current state of research to discuss possible explanations for the observed results on this basis. In order to further define the scope of the results, key limits of the test instrument in relation to the present study will be addressed. The book concludes with an outlook, in which possible implications are derived from this study for didactic research as well as for university teacher education.
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Rodríguez Martín, Inés, Jorge Martín-Domínguez, María Clemente Linuesa, and Elena Ramírez Orellana. "Curriculum Materials in Initial Literacy: An Instrumental Approach in Spain." In Didactics in a Changing World, 83–102. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20810-2_6.
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Slipukhina, Iryna, Ihor Chernetckiy, Nataliia Kurylenko, Sergii Mieniailov, and Serhii Podlasov. "Instrumental Digital Didactics of Physics Study in the Aspect of M-learning." In Information and Communication Technologies in Education, Research, and Industrial Applications, 3–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77592-6_1.
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Lagrange, Jean-Baptiste, and Philippe R. Richard. "Instrumental Genesis in the Theory of MWS: Insight from Didactic Research on Digital Artifacts." In Mathematics Education in the Digital Era, 211–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90850-8_9.
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Faya Ornia, Goretti, Natalia Barranco Izquierdo, M. Teresa Calderón Quindós, and Carmen Quijada Diez. "Chapter 6. Combining subtitle creation and subtitle alignment in foreign language teaching." In Instrumentalising Foreign Language Pedagogy in Translator and Interpreter Training, 97–111. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/btl.161.06fay.
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Subtitling and alignment can be used as didactic tools as they contribute to the development of the linguistic, intercultural and instrumental competences that constitute the translation competence. Thus, the aim of this work is to present a methodological framework for translator training using subtitling and alignment as two activities applicable in language teaching to foster students’ skills in a foreign language and their translation competence. Firstly, students are asked to transcribe the source subtitles of various video files and, afterwards, translate them into their mother tongue. Secondly, they are given the broadcasted source and target subtitles of several TV programs and nature documentaries to align them – these alignments will be later compiled into an electronic parallel corpus.
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Köhler, Thomas, Christoph Lattemann, and Jörg Neumann. "Organising Academia Online." In Progress in IS, 11–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66262-2_2.
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AbstractResearch on organisational arrangements of scholarly networks in both e-learning and e-research is located at the intersection of different theoretical justifications and developmental contexts such as organisational theory, computer science, education science and media informatics. However, there is still a lack of research on the organisational context of e-learning arrangements and its impact on collaboration in academic communities. E-learning research shows that the integration of electronic media in scientific communities negatively impacts their effectiveness and causes conflicts within communities. Research networks however are far less investigated as there is not direct didactic focus on how to collaborate. Recent theories on organisational design, virtual organisations and governance provide concepts for organising e-collaboration more effectively. Managerial instruments such as direct control of results and behaviours need to be supplemented or even replaced by concepts of social control; typically trust and confidence become the central mechanisms for the new forms of inter- and intra-organisational coordination. This paper starts with concepts. Then, to exemplify the organisational coordination mechanisms in scholarly e-communities, the authors critically discuss and reflect on these organisational arrangements and managerial concepts for two higher education portals and one research network in Germany. The conclusion is that, just as previous research has confirmed for educational networks, governance within academic networks relies heavily on the functionality of social and communicative forms of control.
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Winny, Steffen. "Serious Games as an Instrument of Non-Formal Learning." In Serious Games and Virtual Worlds in Education, Professional Development, and Healthcare, 174–95. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3673-6.ch012.
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This chapter contains a systematic overview of various didactic designs, which are used to provide learning experiences via the Internet. Using the example of renewable energy, the development and status quo of Web-didactic offers is reconstructed on the basis of concrete cases ranging from simple replication of classical teaching materials to different kinds of serious games. This bottom-up approach provides a practical introduction on how to evaluate serious games or other digital learning offers by identifying the most essential criteria for a didactic game analysis, but can also be used for benchmarking as some of the examples might also be inspiring for actual game design. Furthermore, this review indicates a significant gap between the high didactic standards for designing self-administrated learning environments and the factual realization as it is shown in most of the examined cases. A basic understanding of the requirements of different learning settings is given in the introduction.
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Del-Moral, M. Esther, Lourdes Villalustre, and María del Rosario Neira-Piñeiro. "COMPASS-AR." In Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education, 314–39. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5043-4.ch015.
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A description and psychometric validation is offered of the evaluation instrument COMPASS-Ar, conceived to check the level of competence achieved by future teachers—after participating in the ITINER-Ar Project (2018-19)—in the collaborative design of augmented didactic itineraries (ADIs) using augmented reality. This instrument—assessed by experts—consists of 30 items to measure the acquired didactic, digital, socio-collaborative, and creative competences involved in ADI development on the basis of an analytical rubric—created ad hoc and validated by means of the Delphi method—which specifies the requirements of each score through a (1-5) Likert-type scale. After evaluating a sample of 322 subjects, the assessment of reliability provided a Cronbach's alpha = .979. Construct validity was tested using factor analysis. Both the Kaiser-Meyer-Olkin test and Bartlett's sphericity test revealed that the instrument under study has a unidimensional nature. It can be concluded that this is a valid and reliable instrument.
Тези доповідей конференцій з теми "Didactic instrument"
1
Poletti, Giorgio. "Technology From Medium To A Didactic Learning "Instrument"." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.38.
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"FEASIBILITY STUDIES - A DIDACTIC INSTRUMENT FOR INTERDISCIPLINARITY IN REAL ESTATE EDUCATION." In 2006 European Real Estate Society conference in association with the International Real Estate Society: ERES Conference 2006. ERES, 2006. http://dx.doi.org/10.15396/eres2006_250.
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Grigore, Ionel, and Emil stefan Barna. "EXCEL SPREADSHEETS - DIDACTIC INTERACTIVE TOOLS IN THE EXPLORATION OF CERTAIN PROPERTIES OF THE ELECTROMAGNETIC FIELD." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-087.
Повний текст джерелаАнотація:
This paper presents an instrument made up of Excel spreadsheets used to study the relativistic transformation of the electromagnetic field. Knowing the electric and magnetic components of an electromagnetic field in an inertial reference frame, we can determine the components of the same electromagnetic field in another inertial reference frame. Two sets of input data are utilized. The former is made up of the components of the electric and magnetic field in the reference frame considered to be fixed. The latter is made up of the components of the velocity of the reference frame considered to be mobile in relation to the fixed reference frame. The results are expressed both numerically and graphically through charts in the main spreadsheet. The charts comparatively present the components of the electric, respectively magnetic, field in the two reference frames. The instrument can contribute to the fixation and consolidation of students' knowledge regarding the structure of the electromagnetic field. Thus it is verified that the orthogonality property of the electric and magnetic field vectors is one invariantly relativistic. Moreover, it is verified that we cannot transform a purely electric field in a purely magnetic one and the other way around through any Lorentz transformation. Exploring the facilities of spreadsheets, we can elaborate with them new instruments to help us in the teaching and learning of fundamental concepts of Physics. The presented instrument represents a good example of rendering, in an interactive way, certain aspects of the connection between Electromagnetism and the Special Theory of Relativity. With its help, a series of particular cases can be analyzed so that students gain a new learning experience and be motivated in the study of Physics.
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Bernabé Villodre, María del Mar. "NEW DIDACTIC PERSPECTIVES FOR THE INSTRUMENT CLASSROOM AT THE CONSERVATORY OF MUSIC." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1347.
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Paragulla, Julio Vasquez, David Llulluy, and Avid Roman-Gonzalez. "Facebook as a Didactic Instrument to Improve the Teaching-Learning Process in Programming Courses." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875812.
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Chiriacescu, Fabiola sanda, Bogdan Chiriacescu, and Cristina Miron. "DIDACTIC INSTRUMENT DEVELOPED IN GEOGEBRA FOR THE DETERMINATION OF THE COORDINATES OF AN EARTHQUAKE BASED ON AN INQUIRY BASED LEARNING METHOD." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-063.
Повний текст джерелаАнотація:
Starting from the necessity of an applicated study of physics, in this paper, we propose the development of an instrument based on Inquiry-Based Learning (IBL). With this instrument and using STEM (Science, Technology, Engineering and Mathematics) elements the students learn about the seismic waves as a direct application of the mechanical waves study, analyze an earthquake succeeding in deciphering a seismogram and determinate the location of the epicenter of an earthquake. The location of the epicenter is done by the triangulation method. The application designed by authors and presented here facilitates the determinations surpassing/ eliminating the possible errors that can occur either from the calculus or the geometrical drawing, the only source of errors remaining the reading of the seismograms, meaning the arrival times for the Primary and the Secondary waves of the earthquake. In order to illustrate the triangulation method, the GeoGebra application and didactic simplified seismograms are used, in order to ease the correct understanding of the method. GeoGebra is free software for geometrical constructions combined with algebraic calculus, therefore a perfect tool for the illustration of the triangulation method. The designed instrument can be included in an e-learning sequence by the following components: the theoretical notions are provided through a blog open for the students or by setting up an e-classroom. The application runs also on smartphones and tablets which create the possibility of setting up a virtual lab with the students. So, as result of the use of the learning instrument, the students will achieve a better understanding both of the way of studying the earthquakes and the phenomenon itself either in quality and in quantity. The application allows also the understanding of how a scientific investigation is realized and will learn how to use experimental data for the conclusions related to a phenomenon. They will gain some IT competencies also, by using the virtual space in order to communicate and to achieve data.
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Kohler, Thomas. "Didactic modeling of a digital instrument for the perception, construction and evaluation of ethical perspectives in AI systems." In 2021 10th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2021. http://dx.doi.org/10.1109/iiai-aai53430.2021.00030.
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Zanetti, Paula Andrea. "LABORATORIOS REMOTOS en la Formación por Competencias como instrumento didáctico en innovación educativa en asignaturas de carreras de Ingeniería - [REMOTE LABORATORIES in Competency Training as a didactic instrument in educational innovation in Engineering]." In Innovaciones docentes en tiempos de pandemia. Actas del VI Congreso Internacional sobre aprendizaje, innovación y cooperación, CINAIC 2021. Zaragoza: Servicio de Publicaciones Universidad, 2021. http://dx.doi.org/10.26754/cinaic.2021.0049.
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Petrovici, Adriana, and Elena pompilia Ciobanu. "THE LESSON, MOODLE TEACHING-LEARNING RESOURCE WITH INTERRACTIVE CONTENT." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-193.
Повний текст джерелаАнотація:
The present paper presents the opportunities to ellaborate a personalized and interactive content for teaching-learning-self assessment and assessment, with the help of a Moodle platform-the Lesson. The paper is a mini-tutorial to present the main steps which must be taken to create a lesson. The presentation of the facilities of this digital instrument ensures the understanding of the necessity and of the utility of the ellaboration of a Moodle lesson as didactic material which motivates the students to do individual study. The simplicity of the creation of such a didactic resource means, for the teachers, an argument and a challenge to capitalize their own methodical creativity. The Moodle lesson is, practically, a succession of html pages easy to fill in with information and contents enriched with explanational videos, links to different virtual sources, practical use and self-assessment tests drawn up with the help of Wiris application, which are necessary for the facilitation of the understanding and of the assimilation of the subject/theme proposed to the students for study. In the paper it is presented the Moodle lesson which was offered in the virtual environment, for individual study, as an innovative method of the Flipped classroom teaching method - a flip-flop classroom. In the last part of th paper there are capitalized two of the advantages of using the Moodle lesson in the teaching process: the resposibility given to the pupils in what regards the handling of the understanding process and the assimilation of the transmitted information, the identification of the cognitive strategies of their consolidation through the insertion of explanatory exercisses corellated with previously acquired knowledge or in the study of other objects.
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Oprea, Marin. "ARDUINO-BASED PROJECTS IN PHYSICS EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-085.
Повний текст джерелаАнотація:
One of the most attractive and efficient ways of learning Physics consists in project-based learning. The development of applied Physics projects using the Arduino platform implies the correlation of interdisciplinary information from Physics-related domains: Mathematics, Informatics, Electronics and Technology. In this study we intend to illustrate two interesting didactic projects. The first one emphasizes the electromagnetic force and provides a practical model of applying it: the stabilised levitation of a ferromagnetic object using an infrared barrier. The second one highlights the functioning of the optical sensors and their use for creating a musical instrument without chords: the laser harp. In order to develop the first project we constructed an electromagnet capable of generating an attraction force sufficiently powerful to make a ferromagnetic object suspended in the air levitate. The main practical problem consisted in stabilising the position of the object, so that a dynamic equilibrium between the electromagnetic force and the gravity force could be reached. This was solved with the help of an infrared barrier capable of stabilising the small oscillations of the body by continuously modifying the intensity level of the current through the electromagnet and implicitly of its attraction force. The second project was performed in two versions. During the first one we used lasers in the red domain of the visible spectrum, which were placed on a rectangular frame whose beams fell exactly on the optical sensors. In the second version the lasers were replaced by tiny flashlights having a wide range emission in the visible spectrum. The two types of projects fully confirmed didactic their importance. The students grasped a better understanding of the physical phenomena described in their school projects and approached the study of Sciences in an integrated way, while amplifying their teamwork capacity, practical skills, imagination and creativity.