Science topics: EducationDidactics
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Didactics - Science topic

A didactic method is a teaching method that follows a consistent scientific approach or educational style to engage the student’s mind. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
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didactics of mathematics
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I think a major issue in this regard is designing a balanced curriculum: where a balance is achieved between coverage of the theoretical foundations of the subject and adequate focus on the problem solving/computational aspects.
I believe in modern day context, any course or a set of courses in linear algebra is incomplete without courses aimed at building the basic foundations: analytical and numerical, a course on matrix calculus of real and complex variables, applications of linear algebra in solving problems in Systems theory, Operations Research, Artificial intelligence and Machine learning, Quantum chemistry and other areas of Natural sciences.
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Hello,
my name is Athanasios Paraskevopoulos, a MSc. student in Mathematics from the Hellenic Open University. I am looking for partners, who work (or used to work) in the field of Didactics of Mathematics.
If you're interested helping me with my study please feel free to contact me via Research Gate or mail: at.paraskevopoulos@protonmail.ch
Thank you and kind regards,
Athanasios
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okey
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I have led a project on laboratory didactics and I have recorded lab analytical videos that show students and new colleagues how to proceed in the lab. The videos are successfully used in practical exercises so that students see the steps of the measurement before actually going to the lab, significantly improving their learning experience.
Now I would like to share them with a bigger community but I am not sure how.
I have checked JoVe (Journal of Visual Experiments) and others, but they require that a journal's videographer records the video and to pay a publication fee (1400 USD)
Any way to share the videos? and get recognition for it?
thanks!
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What about YouTube? For me, it is leading an on-line video-sharing platform...
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To identify, to describe and to classified didactical use given to technologies to develop mashups between non formal learning at web 2.0 with formal learning at higher education courses.
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La didattica superiore a Ddi (didattica Integrata a Distanza) prevede che le informazioni siano comunicate in modo da essere il meno impersonali possibile. Quindi il docente deve imparare a comunicare con gli studenti come se fosse in presenza, pur tenendo sempre presente che la distanza materiale può creare in chi ascolta l'idea di virtualità non pertinente. Allo stesso tempo sarebbe opportuno preparare prima gli studenti su tecniche che permettono loro di sentirsi coinvolti e in gruppo pur essendo separati gli uni dagli altri e dal docente. Insomma, bisogna creare uno spazio virtuale che però non venga percepito come tale.
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Once visualized the voltages at the internal circuit points (https://www.researchgate.net/post/What_are_voltages_in_circuits), we can go even further and "enter" inside resistors to visualize the voltages across the resistive film. This will allow us to see some interesting points (for example, virtual ground), the operation of well-known electrical devices (potentiometer, resistive summer) and electronic circuits (inverting, non-inverting, differential and instrumentation amplifiers).
This idea came to me in the early 90's. Then, for the purposes of intuitive understanding, I began representing local voltages inside resistors by a set of vertical segments whose length (height) was proportional to the local voltage magnitude (I named it voltage diagram). This notion of voltage came from a hydraulic analogy (a garden hose with evenly drilled holes - https://en.wikibooks.org/wiki/Circuit_Idea/Walking_along_the_Resistive_Film#Hydraulic_analogy:_Pressure_diagram) which I had seen in an old Electrical Engineering textbook. See, for example, the attached yellowed sheet of paper from my archive where, in 1990, I drew the voltage diagram of a resistor voltage summer.
It is more convenient to display only the shell of the diagram. Thus a triangle is obtained in which the vertical leg is the voltage V, the horizontal leg is the resistance R, and the angle between the hypotenuse and the horizontal leg represents the current I (another geometric representation of Ohm's law, see the Flash picture below).
I have developed various kinds of voltage diagrams (https://photos.google.com/share/AF1QipM8_1gR4NooKALdwJ3E8bZpVelrWD-0gYnt_hjBzUSGRGuhtk2CErlxbEzKTyHT6Q?key=NDNTVTRjbFB2bUlnSWx2UW8xQ29jMzhKb3VwS3hn). I colored them in red (an association with pressure) to easily distinguish them from circuit diagrams drawn in black.
Later, I drew more sophisticated current pictures by means of Corel Draw. See, for example, the attached circuit of a resistor summer where the input voltage varies (I made it in the late 90's).
In 2000, I made Flash animated circuit tutorials (https://www.circuit-fantasia.com/collections/circuit-collection/circuits/old-circuits/v-to-i-old.html) with "live"voltage diagrams that were changing proportionally to the voltage magnitude. You need Ruffle Flash emulator (https://ruffle.rs/) to see this movie because Adobe Flash player is no longer supported.
But then I had the desire to make "real live" voltage diagrams that use actually measured voltages at several base points in the circuit. For this purpose, I used MICROLAB data acquisition system; see the Wikibooks story about Ohm's experiment (https://en.wikibooks.org/wiki/Circuit_Idea/Walking_along_the_Resistive_Film#How_to_visualize_the_voltage_diagram_on_the_screen) and the detailed 5 min movie (https://photos.google.com/share/AF1QipMgYJd1CrJPgfOmfm91AIwsFmNyrt9tD442-dS-JGyzhjoNRrbdcCsWlqx_GoB4BA/photo/AF1QipOFMh8_oVuXGqRv7ZNwt0lUjNDn05vRYkhGEJcM?key=WTg0Z2F3Z1NVYTZhR3VYOHVLWW5FclN1WW1pdEF3).
But, as in the case of current loops (https://www.researchgate.net/post/Where_do_currents_flow_in_circuits2) and voltage bars (https://www.researchgate.net/post/What_are_voltages_in_circuits), I finally came to the conclusion that content was more important than form... and I began to draw circuit diagrams with superimposed voltage pictures by hand. For example, in the Wikibooks story about Ohm's experiment (https://en.wikibooks.org/wiki/Circuit_Idea/Walking_along_the_Resistive_Film), I have drawn the voltage diagrams by color fiber pens on a white sheet of paper (see the attached picture).
As a conclusion:
What do voltage diagrams actually represent compared with voltage bars? The voltage diagram is a further development of the voltage bar representation. Voltage bars are a one-dimensional way of representing voltages while the voltage diagram is a two-dimensional way. The voltage diagram is a set of voltage bars.
The voltage diagram is based on a linearly distributed resistance along the length of the resistor. In most cases this representation is artificial, because ordinary resistors in electronic circuits are discrete; but it allows to illustrate the circuit operation with voltage diagram. In many cases, quantitative parameters (transfer ratios, etc.) can be directly seen.
What is the difference between a voltage diagram and voltage oscillogram at a given point in the diagram? The difference is significant, they have nothing in common. The voltage diagram shows voltage distribution along a resistance film, ie what local voltages inside a resistor are. The resistor is considered not as a "point" (without dimensions) but as a "line" (at each point of this line, in a certain step, a section perpendicular to the line is drawn, with a height proportional to the voltage at this point).
An oscillogram is a set of points that represent voltages (by a vertical displacement) at successive points in time through. So, the particular segments of a voltage diagram represents the voltages at particular points of the resistive layer at the same time while the oscillogram shows the voltages at one point but at different points in time.
As I have said in the stories about current loops (https://www.researchgate.net/post/Where_do_currents_flow_in_circuits2) and voltage bars (https://www.researchgate.net/post/What_are_voltages_in_circuits), a year ago, when we switched to online learning, I started using the ZOOM pen to draw on existing web circuit diagrams. This turned out to be a very powerful didactic technique that I managed to improve even more on the last exercise. I will show you how this happened at the final part of the last exercise (11.11.21) on Semiconductor Devices with group 49a, ITI, FCST of Technical University of Sofia. I make full video recordings of ZOOM meetings with my students and, with their permission, I will use a link to the latest record (https://photos.app.goo.gl/aB8Mfv7b3W9q2K9B8, in Bulgarian). I have attached also two snapshots of ZOOM whiteborad (really, pictures are not so beautiful... but attractive:-)
It will be interesting for me to know your opinion about this didactic technique. You can see this story in a more user friendly version in my blog:
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the "Negative_feedback_game" looks very familiar to me :-) : While explaining opamps as inverters during the last three decades, inevitably I will hold a rigid rod between thumb and one finger at constant height, and move one end up and down with the other hand in order to demonstrate the dependence of the gain on the ratio of the resistances (= lengths of rod) left and right to my thumb.
As with most analogies, the comparison of electrical current and fluid flow resp. voltage and hydraulic pressure has its limits: With reference to normal pressure, there cannot be less than -100 kP. And inside a saturated bipolar transistor, the collector current flows upwards to the base!
But the analogy between electrical potential and potential energy inside a gravitational field is certainly helpful because everybody is familiar with the latter.
I have a problem with the angle in your third picture: Obviously, the angle equals tan-1(V/R) but the current is given by V/R; so I would be afraid to confuse some students.
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I'm looking for recent and didactic material to teach advanced strength of materials.
The best material that I found was:
1. Ugural, A. C., & Fenster, S. K. (2011). Advanced mechanics of materials and applied elasticity. Pearson Education.
2. Boresi, A. P., Sidebottom, O. M., & Saunders, H. (1988). Advanced Mechanics of Materials.
3. Ugural, A. C. (2017). Plates and shells: theory and analysis. CRC Press.
4. Theory of Elasticity - Timonhenko (This is the biblie of the field, however, little didactic)
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Si son pruebas dinámicas, te recomiendo a Eliezer Zamarripa, si vas agregar química a Norma D'Accorso.
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Will the development of artificial intelligence, e-learning, Internet of Things and other information technologies increase the scope of automation and standardization of didactic processes, which could result in the replacement of a teacher by robots?
Unfortunately, there is a danger that due to the development of artificial intelligence, e-learning, learning machines, the Internet of Things, etc. technology can replace the teacher in the future. However, this will not happen in the next few years, but this scenario can not be excluded in the perspective of several decades. In addition, the work of the teacher is a creative work, a social education, etc. Currently, it is assumed that artificial intelligence will not be able to fully replace a human teacher, because it is now assumed that you can not teach artistry machine, social sensitivity, emotional intelligence, empathy, etc.
Do you agree with me on the above matter?
In the context of the above issues, the following question is valid:
Will the development of artificial intelligence, e-learning, Internet of Things and other information technologies increase the scope of automation and standardization of didactic processes, which could result in the replacement of a teacher by robots?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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Ningún robot puede sustituir el papel del profesor en el proceso enseñanza aprendizaje. El profesor piensa y tiene ltiene una memoria superior a cualquier robot.
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"THIS IS AN ABSOLUTELY SCIENTIFIC QUESTION"
Throughout the historical evolution of relationship between professor and student, there have always been important changes to adapt teaching and learning environment related to place, form, structure and didactics.
Based on this, what is your scientific opinion about the future of teacher's relationship with student, especially regarding structure and way of teaching?
PLEASE ANSWER IN ENGLISH ONLY .
VERY IMPORTANT: Participate only if you are original, be yourself give your opinion, do not put links or texts from "Genio Google" or things found out there on the web! No one has any interest in stupid web answers, if that's the case, please be so kind as to ignore this debate!
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Dear Prof. Filipe Wiltgen, you ask a very interesting question.
This is my answer / how I understand your question :
There is no doubt that the integration of new technologies in schools and universities is thoroughly modifying the pedagogy and the curricula.
ICTE is also changing the paradigm of teaching and learning.
Professors are no longer the only ones who know because knowledge is available online. They must boost the creativity of the students and bring them human values because technology will bring a lack in this particular and important area.
However because he/she has (normally) more experience than his/her students, a professor will always have the advantage to be the one who gives directions and advices to his/her students.
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Computer games become a didactic instrument complementing training on simulators of machines, devices, cars, aircraft, etc.
However, it is not the only field of the didactic process in which computer games can turn out to be a good instrument in the field of modern educational techniques.
In view of the above, the evolution of gaming should aim, inter alia, towards the development of educational games that will effectively perform the functions of effective instruments of modern educational techniques.
In view of the above, the current question is: In which areas of the didactics process, computer games can be a good instrument of modern educational techniques?
Please, answer, comments. I invite you to the discussion.
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Agree with Jaba Tkemaladze
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Hello, I am an education student at the Cooperative University of Colombia.
I am starting an investigation on what didactic methodologies that through art help students learn through virtual?
I accept recommendations for books, movies, videos, etc.
Thanks.
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Methodology is a system of practices and procedures that a teacher uses to teach. It will be based on beliefs about the nature of language, and how it is learnt (known as 'Approach'). ... Factors in deciding how to teach include the age and experience of learners, lesson and course objectives, expectations and resources.
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I would appreciate it if you recommend me any CURRENT book or well-structured didactic material about best practices on structuring a Python project. I have found some blogs but I feel like they don't provide in-depth information and I already know most of what they're teaching.
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I strongly recommend you to learn python by video tutorial, however, if you are interested in books, the best books you can have are as follows:
  1. Python Crash Course, 2nd Edition: A Hands-On, Project-Based Introduction to Programming
  2. Python Pocket Reference: Python in Your Pocket
  3. Python Programming: An Introduction to Computer Science
  4. Python for Data Analysis: Data Wrangling with Pandas, NumPy, and IPython
  5. Python Cookbook: Recipes for Mastering Python 3
  6. Learn Python the Hard Way
  7. ....
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I have opened a research laboratory of language didactics. I need an appropriate logo.
Could you help me please?
Best regards!!!
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I wondering if you know texts, guides or any didactical advice that can help is to teach discrete wavelet theory to undergeaduate computer scientist
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Hi proffesor Damian,
I've seen you have expertise in wavelets and mammography. I'm undergraduate student and I'd be thankful if you recommend me a way to enhance or detect microcalcifications (MCC) in mammograms with DWT. I'm trying with wavelet decomposition at 3 level with Db1 and hard thresholding with Donoho Threshold for subband denoising, but I don't get visually good results, this is to say, it doesn't see the MCC clearly
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Since the decline of audiolingualism, there was bias towards speech in language teaching for communicative ends. Though, the stress on speaking rather than writing produces fluent but inaccurate learners (Hughes, 1983).
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Learning to speak comes first, in all evolutionary terms for the human species.
Writing (numbers included) is there and emerged to solidify our language foundation and communication.
It has factually a mental function to be precise, exact and clear=understandable over a distance. However, as we know from language archeology, it is not an easy task to re-translate a written text into spoken language, if the line of tradition got somehow lost, e.g. we can read Plato, but have no authentic phonetics. This is especially critical with sacred texts, where authorities claim to be orthodox.
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Dear colleagues!
At the moment we are looking for "nice" reactions employing BuLi solutions for our practical training at the university. We aim to expand our five standard BuLi reactions to a broader field.
Therefor if you know suitable reactions for that purpose please write a short answer. Links or literature citations are also welcome!
"Didactically valuable" reactions with simple starting materials would be of special importance.
Thank you very much!
Eric Täuscher
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Dear Eric Täuscher here is another interesting paper by the famous henry Gilman entitled "Color Tests for Some Organolithium Compounds"
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Differential equations are known to be potential tools for modeling and predicting recurrent phenomena in time and space, whether simple or more elaborate models. In this sense, how to approach teaching in this area in a more didactic and methodological way?
As equações diferenciais são conhecidas por serem ferramentas potenciais para modelar e prever fenômenos recorrentes no tempo e no espaço, sejam modelos simples ou mais elaborados. Nesse sentido, como abordar o ensino nessa área de forma mais didática e metodológica?
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According to my experience tow books are good
Partial Differential Equations I: Basic Theory
Springer-Verlag New YorkMichael E. TaylorYear:2011
and
Schaum’s Outline of Differential Equations
McGraw-Hill EducationRichard Bronson, Gabriel B. CostaYear:2014
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I would like to study science teachers use of (real) plants in schools
for pupils at an age of 10 to 16 years.
Therefore I prepared a questionnaire consisting of one page with 7 questions.
Currently I am searching for international researchers working in the field of
science didactics, who would like to join the study by sending the questionnaire
to schools in their country.
The evaluation of results from your country can be done by me or by your group.
yours,
Ricarda Koopmann
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Two additions to my question:
1.) Thanks Cigdem, yes fungi are included here in the questionnaire about plant use in schools. That´s taxonomically not correct.
(So, maybe I should develop a separate study about mycology in schools.)
2.) I remembered a part of the botanist Michael Evenaris autobiography.
He tells about his school in Metz, where philosophy, language studies and humanities played a key role, but botany was a subject he studied on his own:
by textbooks and experiments. One of the first experiments was to sow beans in small pots and to grow them at the window and to do micoscopy of algal cells from a pond.
(Michael Evenari, Und die Wüste trage Frucht, Bleicher Verlag, 1987)
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Is there such thing as false interpretation in Literature?
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An interpretation is considered admissible if it's not in contradiction with the text, but since the text is open and polysemous, the return to the text is often insufficient to determine the validity of the interpretations, which are diverses and can be contradictory. Literary interpretation is both subjective and in part conditioned by interpretative communities (Fish). We cannot use a criterion of truth (true / false) but an intersubjective validation process (admissible / contestable), in other words to be admissible an interpretation must be recognized as such by other readers. We must then turn to the explanation by the readers of the sources of their interpretations. In my educational research, I have shown that teachers refer more to literary culture and students to the values ​​shared in their communities as well as to their personal experiences of the world. Thank you for the rich discussion!
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Total Physical Response (TPR) is a method of teaching language or vo cabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning.
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Something important to note here is that all additive methods make sense in terms of teaching language to deaf students. Using the human body potential to enhance the skills and experience environment.
Lots of good luck!
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I'm looking for an empirical and / or theoretical framework for using a 0-99 chart instead of a 1-100 board. But I only found practical discussions. Who can give me an advice where I can find such a theoretical oder empirical basis?
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I am working on parental beliefs about mathematics and it teaching and learning and want to investigate, in which ways parents support their children with their mathematics education. Therein I am focusing on early secondary school (11-12 year old students). 
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Currently, higher education plays an important role in developing entrepreneurship among students. However, there are various didactic methods, thanks to which the entrepreneurship among students is stimulated and improved. What didactic methods are used to stimulate and develop entrepreneurship among students is conditioned by many factors related to the type, organization and functioning of a specific university, prevailing in the country standards of the teaching and higher education system,
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A didactic method is to apply the lean canvas method, to study the business idea, before developing the specific business plan.
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Do people with Down syndrome, when being taught a language, need a clinical approach, which means a kind of specific heeling method, or do they need some adequate didactics that develop the language teaching method itself to make it affordable to them?
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I have a son who is down syndrome. When he gets nervous about a word, the stammer affects the chest badly. Holding his shoulders calms him down
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The process/practice of working intensively to absorb large volumes of informational material/knowledge in short amounts of time is known as Cramming.
Didactic teaching and cramming knowledge led to a situation where the content would not be understood by students and needed further work. (Taylor, 2006).
How cramming hampers student learning experience? Does it affect a graduate's transformation at the professional front? Kindly come up with examples.
References:
Taylor, C. (2006). Threshold concepts in Biology. Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge, 87.
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There can be exposure between what you learn and what is on the ground or in the job market
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Aside from the teacher-centered, student-centered, and subject-centered approaches to teaching, what are the approaches that transcend 'centered classroom'? In other words, does the classroom have to be centered on one of the three angles of the didactic triangle (i.e., teacher, student, and knowledge)?
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without classroom none of these is possible. Classroom environment is consider in teaching and learning. Classroom is to be consider for better understanding.
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Hello community,
I am looking for (recent) research underpinning (or just the opposite) the assumption that mother tongue/bilingual teachers are better suited to teach a foreign language or to teach other subjects in bilingual programms. I am focussing in studies in the setting where students/pupils are bilingual themselves and are enrolled in a bilingual programm.
Since most foreign language teachers in school service aren´t bilingual or teach their own language as foreign language (FL), I would love some help to find studies about how the age of foreign language learning effects the full acquisition of the phonetic and phonological repertoire of the target language.
Moreover, some help with studies which focus on didactic of FL and language ability of the teachers will be great.
Thanks a lot and have a good weekend!
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Isabel,
I have no research for you to cite, but I think that we need to reflect on the common assumption that native speaker teachers are always better, at least with respect to English.
In the past, I think it was the assumption that people learn English in order to be able to interact with native speakers. Today, however, the reality is that whenever people who speak different languages meet, English is likely to be a common second/foreign language in which they can interact.
This means being able to understand a wide range of accents and understand variable grammar/vocabulary. So being able to speak exactly like a native speaker is maybe not the ultimate goal of learning English today. Maybe the ultimate goal is to be able to function effectively across many cultures, or what Dörnyei (2005) called the "cosmopolitan international society."
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Sociology has studied and researched many aspects of society, reasons for social and if I may say economic change, and the place of individuals in society. Memoirs of life are created and recreated,, knowledge constructed and deconstructed to date, discussing the values which are important to us and the experiences and people who have influenced us along the way into believing the things we hold dear. This is our life!
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Dialectic is a word from the Greek term dialektiké and means the art of dialogue, the art of debating, persuading or reasoning.
Didactics is the analysis and development of techniques and methods that can be used to teach particular content to an individual or a group. The didactics is part of the pedagogical science, being responsible for studying the learning and teaching processes.
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In the discussion you mention that history-in-person reflections have potential for awareness raising and thus teacher development. I'm curious about whether any of this happened in your study
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Research shows that teachers who are trained in practice will apply the systems they have been educated in, but also the systems and methods they have learned during their studies. Professional development depends on several factors: personality, knowledge, attitudes, beliefs, experience while studying, social and social environment, circumstances, personal ambition, material status, level of general education, interest, age, previous education, family, etc. ...
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Do you think that you are "teaching" according to the ways or "methods" others taught you? or are you trying to create your own philosophy about teaching and adopt your own teaching methods?
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I have definitely worked to adopt a more student-centered pedagogy than that which was used during my own schooling; I learn about my students' interests and try to incorporate them into the syllabus. In addition, I've made strong efforts to implement an Ethic of Care (Noddings, 1984), focusing more on my students' learning and personal needs rather than my own content-driven decision making. While it is very time consuming, I believe the payoff is worth the effort; students are more motivated and trust my decisions regarding content and assessments.
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Dear  Sara Campbell I work at University of Medical Sciences in Poznan (Poland), I am a nurse with a post-doctoral degree in health sciences. I got interested in the described project, is there any possibility to join this research? I have experience in studies on need for support among persons and carers od elder people. Didactically and scientifically I am involved in gerontology and geriatric nursing. I will be glad to supply more information on me, my team or my activities, if requested. With kind regards from Poznan, Dorota Talarska dtalarska@ump.edu.pl
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Dear Dorota, this study ended some years ago. Thank you for your interest and best of luck finding research to get involved in. Unfortunately my current research is also coming to an end very soon too.
All good wishes, Sarah
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The major challenges to historical research revolve around the problems of sources, knowledge, explanation, objectivity, choice of subject, and the peculiar problems of contemporary history. Sources The problem of sources is a serious challenge to the historian in the task of reconstructing the past. Is there more?
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History is written by the victorious and for the victorious,therefore we depend on the victor’s honesty and truthfulness.
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In Iraq, the admission procedure at universities is controlled by the Ministry of Higher Education and Scientific Research that uses mainly the “Baccalauréat” examination score (final exam in secondary school) to distribute students on colleges and study fields.
The students are allowed to give their preferences (50 choices for the name of colleges and academic institutions they want to study arranged from more desired to less desired), but at the end their “Baccalauréat” examination score will determine the college and they usually end up getting enrolled in a less desired college.
On the other hand this college, that the student got accepted in, will apply the same procedure to distribute the students on departments within that college! For example, if a student got accepted at the college of engineering at one of the Iraqi universities but his “Baccalauréat” examination score is not enough to allow him/her to study Computer Engineering (the study field that he/she may prefere more), the college will take his less desired choice that could be mechanical or chemical Engineering to be the his/her field of study for the next four years of his/her life.
What do you think about such a procedure to enrol students at universities?
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The scores tell the students where they are good and not so good at, it helps in predicting what course suits them, however it should not be a sole determinant in choosing their field of study. The child's passion and interest should also be given weight in deciding what course to take.
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Is there a pre-entry university test used by your college or department? if yes, what kind of test is it?
Do you agree with the way students get accepted at your university? what is your philosophy about the kind of students that must study at University?
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Most universities and colleges in my country (Vietnam) admit students using the results of a combined test (both achievement and aptitude test). I am personally against this use of assessment as I believe only one test cannot serve two purposes.
I do think to be admitted to universities, students should prove to have the abilities which allow them to succeed in the major that they choose. Tests and interviews focusing on those abilities should be specifically designed and performed.
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Can any one help me with an analysis grid of school books including indicators on the development of logical reasoning in mathematics, experimental sciences ?
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Hi Ingrid, Thank you a lot it is very useful . Ines.
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During some lessons it may be for a limited time, in specific situations of didactic games or the presentation of specific learning processes and topics, the teacher may allow the use of devices such as virtual reality slots and augmented reality. In addition, the teacher can also include other mobile devices such as laptops, tablets, smartphones etc. in the education process. In certain situations, these devices would play the role of teaching instruments supporting the didactic processes conducted by the teacher.
Do you agree with my opinion on this matter?
In view of the above, I am asking you the following question:
Can glasses for virtual reality and augmented reality be teaching instruments used in education processes?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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Hi! Not so much for teaching as for personal learning.
Or rather, this reminds us of the role of the teacher as scaffolding for individual learning (Vygotskij). Collective demos of new gadgets in the classroom is not so meaningful, and these technologies have been hyped and overrated.
The bottom line is: there is no separate cyber world, nor should digital information be understood as an information layer on top of the physical. Our one and only world is today rather understood as information, in information terms. I am following Floridi’s Philosophy of Information in this line of thinking. Otherwise we cant see the forest for all the trees.
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My work is concerned with improving first-year EFL learners linguistics related vocabulary i.e. The technical terms that are used in the linguistics course
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Since vocabulary knowledge can be at different levels of depth (form recognition - meaning recognition - productive), I would suggest you start by having a look at (the relativley simple to make) Vocabulary Knowledge Scale type tests:
Wesche, M., & Paribakht, T. S. (1996). Assessing second language vocabulary knowledge: Depth versus breadth. Canadian Modern Language Review, 53, 13–40.
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Currently, higher education plays an important role in developing entrepreneurship among students. However, there are various didactic methods, thanks to which the entrepreneurship among students is stimulated and improved. What didactic methods are used to stimulate and develop entrepreneurship among students is conditioned by many factors related to the type, organization and functioning of a specific university, prevailing in the country standards of the teaching and higher education system, developed and implemented educational programs and financial resources, as well as a system of financial support for the development of innovative start-ups and other business ventures set up by students, the specificity of functioning and development of university incubators and accelerators of entrepreneurship and innovation.
Do you agree with my opinion on this matter?
In view of the above, I am asking you the following question:
What solutions are used in your country in your country?
How can teaching entrepreneurship and innovation be developed at universities?
How can incubators of entrepreneurship and innovation be developed at universities?
Please reply
I invite you to the discussion
Thank you very much
Best wishes
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Entrepreneurship is one of the key competences, and its' basic definition is ''turns ideas into action''. Each learning outcome/teaching goal that enables students to ''turn ideas into action'' is a part of ent. learning.
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I want to have my students be more active and participating in my classes. But i also want my classes to have meaning to them. But what is the best didactic to involve them and create meaning? Thanks on advance.
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Students' activity depends on many factors and creation of meaning also. If it is possible (depends on the number of students, on your teaching goals, LOs, content etc.) you could try some interactive techniques such as puzzle (home groups + expert groups) or e.g. techniques developed in the program RWCT (Reading and Writing for Critical Thinking, developed by IRA). RWCT is very good because it considers learning process as a meaning making activity. The whole learning procedure consist of three phases: evocation, understanding of meaning and reflection.
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Hello everyone,
We are presenting a didactic session on the use of digital media on medical education research in May. There will be a panel of experts from medical education and social media. I need to collect commonly asked questions from research community- what questions would you be asking them?
I appreciate your time!
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How can social media be used to reach out to persons who are suffering with depression?
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I am currently writing a proposal about the administrators' role in the teachers' evaluation process and the teachers' perceptions of the administrator's ethic and didactic leadership during the process.
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Evaluation of professionals is taxing work.
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Speaking, as a communicative competence, has been a neglected skill in the teaching process of the Portuguese language over the middle school grades, unlike what happens in secondary school. The absence of enough demanding level in this area, mainly based on the difficulty that teachers experience in assessing it, reflects in student’s performance, revealing difficulties at the level of interaction and oral communication skills. These skills must be developed along with reading, writing and grammar, so that students' training can be implemented in full, throughout a formative process, based on methodologies and active pedagogical strategies that promote the development of these skills.
Do you feel the same way about it?
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If you have not already, you can try using their favourite social media such as Facebook and choose topics that connect to their prior experiences/reading/local or global issue. See this example for a successful strategy:
Best,
Debra
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The literature review shows that, as an educational approach, mathematical modeling can be organized pedagogically through different cycles of modeling in science and mathematics, which will depend on the epistemological and methodological affiliation of the modeler. Our research hypothesis is that, depending on the didactic organization of the modeling cycle, it is possible to develop in students several competences for scientific literacy.
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The link here is an excellent answer but in Arabic
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In the Research Gate, I see many questions regarding the methods of didactics and its perspectives. There is a platform to discuss these questions – two-day videoconference (with the possibility of remote participation from anywhere on earth). “Challenges and Opportunities in Education of the XXIst Century” (29-30.11.2018) with the call for papers. Information about the conference is here:
The key questions/problems of the conference:
General questions:
1. How will education change within a millennium?
2. How should education change within a millennium?
Exemplary particular problems:
3. New possibilities and dimensions of collaboration between industry and academia
4. Perspectives to use new technologies in education:
- three-dimensional visualization technologies
- interactive programs (for example, Minecraft)
- new media (like YouTube)
- new social media (for example, Facebook)
5. New technological possibilities for remote education
6. Globalization and new paradigms of cross-cultural education
7. The impact of artificial intelligence on education
8. New prospects for lifelong learning
9. Artificial intelligence in education
10. Virtual and augmented learning environments
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Hi Jan! Interesting conference, and innnovative form. However, I cannot find any info about Call for papers and deadlines for submission - probably passed by now?
On the question itself: Curriculum! What should we teach, more than how to be critical? The Philosopher on Information, Luciano Floridi, suggests "the languages of information" as one good suggestion - all from human languages to concepts in sciences to programming languages and the like.
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I am interested in curatorial practices and the place given to children in the world of contemporary art. More specifically, I am interested in how the various actors in the art world - curators, artists, educators, etc. - come into contact with childhood, that is to say very often didactically and in a relationship of authority. As part of my research project, I would like to question the current curatorial and mediation formulas of contemporary art exhibitions for young audiences in order to explore new ways of inviting children to liberate and empower themselves in acquiring cultural knowledge and aesthetic experience.
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Maybe you are interested about learning how this is done here in Vienna, Austria. From my personal experience as a Father of 2 sons interested in contemporary art, I can cordially recommend MUMOK. https://mumok.at/en/art-education
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I give courses on how to write research papers and theses. I commonly give participants good examples from the literature (e.g. an introduction or results section) and ask them to analyze its structure, content and development according to guidelines I provide. Now, I'm going to give a course in a country where university teaching is purely didactic, and I suspect the participants might find this approach challenging. It might be more effective to first explain in a lecture how the section should be written, and then ask them to analyze the examples. Do you agree with my assessment?
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Sure, you definitely should do that. But, i’d also have given them assignments involving reading and presenting results from good papers of other authors, thus they’ll see what makes a good paper from a reader perspective. Still I think if you don’t give an outline, they‘ll produce random outcomes.
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Seeking for more techniques for history didactics.
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I explain the laws to the students about slavery in the United States. I also explain that while something may be legal is may not be fair or moral. In the United States, slavery was NEVER moral. Nor was it fair. However, it was legal from 1789-1865. The role of the American Supreme Court in this (Sanford v. Scott, the Dred Scott case) was disgraceful. The famous Emancipation Proclamation was a Presidential Executive Order that only freed the slaves in the States of the Confederacy. It did not free the slaves in the states of Delaware, Kentucky, Missouri, Maryland, or Tennessee. It took a civil war and an the 13th Amendment to the Constitution to end it. However, the blame is not on the United States alone many other countries participated in the slave trade and are equally to blame.
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Should we simply forget about our painful. Past as a nation?
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Yes, it should be taught to enlighten the agonies of our forefathers and to inspire the younger generation work harder and attain greater heights in life.
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In the most general terms, there are four or five different models of instructional strategies or teaching methods. Having spent years in schools, you will recognize each and probably have strong preferences for one or two models.
• Didactic- Direct teaching; Verbal and typically in the form of a lecture or presentation.
• Modeling- Direct teaching; Visual and typically in the form of demonstration and practice.
• Managerial- Indirect or Interactive teaching; Facilitation, individualization and group management.
• Dialogic- Indirect Interactive teaching; Socratic Technique of dialogue, questions and thought provocations.
Among the above method, assigning homework to students is very useful and may be supported the learning. Thus, the following question is purposed,
What are the advantages and benefits of assessing homework to students as a part of teaching and learning?
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It provides students the opportunity to review and extend what they have learnt in class; to check their understanding and progress; and provide feedback to the teacher to measure or assess students' progress.
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The research work carried out by university students is very important in their training.
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My model in construction engineering is to team an undergraduate research assistant with a graduate research assistant and I find thier work to be excellent. We've even had a couple that were able to publish thier results in top tier journals. The best advantage from my perspective is about 10% decide to stay and do postgraduate work, giving me a pool of new RAs that are already trained.
Cheers
DG
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To identify, to describe and to classified didactical use given to technologies to develop mashups between non formal learning at web 2.0 with formal learning at higher education courses
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Hello,
I can add this paper
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Hi everybody,
we are in the process of planning a publication that is aiming to point out the basic foundations and practice potential of improvisation from an interdisciplinary point of view. Which aspects would you like to be added to the below listed alphabetic content samples? Looking forward to suggestions from many different perspectives such as Media and Communication, Cultural Studies, Arts, Cybernetics, Epistemology, Cognitive Research, Philosophy, Pedagogy, Psychology, Medicine, Management, Organization, Politics, Anthropology...
Editors: Leon Tsvasman & Martin A. M. Gansinger
Proposed titles:
Foundations of Improvisation. Compendium for Best Practice.
The Interdisciplinary Directory of Improvisation. Concepts and Practice Potential.
The Large Handbook of Improvisation. Best Practice, Concepts and Foundations.
Aim: to contribute to the emancipation/legitimation/acceptance of the improvisational principle in socially relevant areas such as education, culture, politics, and economy – using the innovative and interdisciplinary approach of a concise compendium focused on extemporaneous concepts and practices
Need for publication: contribution to the improvement of interdisciplinary grounded, improvisation-based forms of communication, organization, and learning in accordance with an increasingly interconnected/participative/media-supported society
Usability:
independent learning for better personal orientation in relevant areas of practice and individual creative activity
● didactic relevance regarding the possible incorporation of extemporaneous techniques and improvisational practices in the context of innovative working- and learning-environments: interactive teaching, group tasks, project-related tasks, presentations etc.
● application of derived improvisational principles in the fields of management, economy, culture, and politics: providing concepts for differentiated perspectives on organizational, operational and performative tasks
Unique Selling Point: high didactic and economic relevance, based on a unique conceptual approach using a constructivist-inspired, cybernetically justified, epistemological structure that has already been utilized for ''Das grosse Lexikon Medien und Kommunikation'' (Ergon, 2006):
● Definition of term
● Positioning
● Inherent aspects
● Practical context
● Ethical, political, economic, didactic aspects
● Outlook and perspectives
Contributors:
Next to a number of self-authored lemmata within the range of their own expertise and disciplinary borders, the editors rely on a network of valuable contributors from various fields, consisting of authors for ‘‘Das grosse Lexikon Medien und Kommunikation’’ and international researchers of improvisation.
Content samples:
Acting
Actuality
Allopoiesis
Attention
Anticipation
Autopoiesis
Awareness
Cognition
Consciousness
Consistency
Experience
Extemporarity
Extempore speech
Implicit knowledge
Improvisation
Incorporation
Integrated learning
Interaction
Interdependency
Intersubjectivity
Intuition
Knowledge
Leadership
Learning
Mediality
Mediation
Memory
Memory-based learning
Meta-reflection
Music
Orality
Orientation Objectivity
Perception
Potentiality
Presence
Processual action
Project-based learning
Relevance
Repetition
Responsibility
Selection
Specialization
Subjectivity
Spontaneity
Standardization
Technology
Thematic improvisation
Time
Workflow
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Trobar (Occitan and Castillian verb).
In 16th century Spanish, there is an opposition between "metrificar de repente", i.e. during the performance, and "de pensado", i.e. previously ; both happened without recurring to writing.
Glosa (a poetic and a musical genre in 16th Century Spain)
Décima (a poetic genre that is practiced across the Spanish Speaking world)
Variation
Mimesis / Imitation (see Gregory Nagy's Poetry as Performance).
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I have made a project about the measure "The Hapinnes" in Learning and Pedagogical strategies for improvement learning environment
If you know about that question please send me details and bibliography,
The purpose of the present research is to use Neurolinguistic Programming (NLP) using pedagogical strategies in virtual learning environments: (Games and Neurolinguist Assesment).
The use of the (NLP) as strategic-pedagogical contribution to improve the investigative competences in students in virtual learning environments has had very little use in the educational environment.
NLP has recently begun to be used to implement an education and learning model that strengthens the different pedagogical strategies in learning. With the new information and knowledge society and recent advances in ICT in education, the use of virtual learning environments has intensified in the incorporation and appropriation of innovative methodologies with NLP in virtual education. It seeks to incorporate virtual tools with the App with (NLP) that allow to promote learning autonomously on the part of the student.
Create a didactic strategy based on neurosciences that allow the student to be more conscious, motivate him to develop the autonomous capacity of virtual work to improve concentration, control himself, and obtain a higher academic performance in the learning of knowledge new. Its evaluation and measurement of the impact of the methodology and its statistical analysis was done through the statistical software SPSS
Apply the neurolinguistic programming strategies for cognitive development identified in neuroscience to incorporate them into the didactic devices in the improvement of the quality of the virtual teaching-learning process.
Thanks you very much for your helping.
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Dear Profesor ZIn Eddine,
Thank you very much for your answer, The article has been very important for me,
Me too, consider that intrinsic motivation increase more thoughts positive and facilite learning,
I appreciated much your coments and your article,
Please I would like thanks you if you may be considerating to have with our group colaboration and participation on research proyect that we are writting for near future.
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hello there!
i´m going to start a research and i want to know how can i i create a teaching sequence with writing and reading? please i need some authors or articles to take inti account, if you have please let me know.
thanks
hola todos!
voy a iniciar una investigación y quiero saber como puedo crear una secuencia didáctica desde la lectura y la escritura , por favor necesito autores y artículos referentes al tema, si tienen alguno que me pueden recomendar lo agradezco mucho.
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By learning programs that are special greetings
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hello there!
i want to know how can i teach grammar in Spanish as a Foreing Language in level B2 but in a didactic way. please if you have some articles or some authors please let me know.
Thanks
Hola todos!
quisiera saber como puedo enseñar gramática en Español como Lengua Extranjera (ELE) para el nivel B2 pero de una forma didáctica,por favor si tienen artículos o autores, hacérmelos llegar
Gracias y buen dia
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Hola: Contacta con Manuel Pérez Saiz, docente e investigador del departamento de Filología de la Universidad de Cantabria y creador del Método de los Relojes, un método de la gramática del español totalmente innovador:
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hello
i wonder how can i improve the skills of verbal fluency and writiting in childrens of 3 grade (primary school) please if you have authors or articles please help me
Thanks
Hola
estoy en busquedad de articulos o autores sobre como puedo mejorar la fluidez verbal y la escritura para niños deprimaria, si conocen alguno por favor ayudarme.
gracias
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Good afternoon, you should look up some researches about strenghen verbal fluency and writing through reading stories for children and possible thematic units based on them.
What sort of methodologies or strategies would you like to use to improve verbal fluency and writing?
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Ennis has developed example on how to assess critical thinking skills.
But, he did not provide us (forgive me if I am wrong) examples on how to assess critical thinking skills in mathematical context. There is no explicit examples on how to assess critical thinking skills using mathematical content for mathematics students. I also don't know how to assess mathematical critical thinking disposition.
I am trying to develop these critical thinking assessments. Anybody can help me? If there is no such kind assessment tool for assessing mathematical critical thinking skills (and also its disposition), is there anybody who would like to joint with me to develop these tools?
Best regards,
Abdur Rahman As'ari
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 If we look at the concept of critical thinking as : “interpreting, analyzing or evaluating information, arguments or experiences with a set of reflective attitudes, skills, and abilities to guide our thoughts, beliefs and actions” then the most vital part of mathematical contents which can help in developing and increasing the critical thinking ability for students is mathematical logic where the student usually learns proposition calculus , main rules of inferences and deductions. If those subjects were tought properly, the student will be able to think critically.
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Elaborating on this question as far as students, resources, educational strategies and environments are concerned, it is important to derive the answers from your own practical field experience. 
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Dear Najib,
Whilst asking for responses about personal experiences might the responses you receive be more insightful if you defined more specifically what you meant by "educational quality"? We all have (or can generate if asked to) opinions on almost everything but is it not the role of those researching education to move away from unsubstantiated personal opinion towards a more empirically based research perspective? For example we might ask how an improvement in 'educational quality' would be expected to manifest itself in terms measureable outcomes. So, for example, in science education we might reasonably ask whether such an improvement in 'educational quality' might be expected to manifest itself in terms of an increased level of scientific literacy amongst those leaving school. If this is the case then rather than just relying on personal opinion it should be detectable using tests that could then be used to support claims about 'educational quality' in science education. This is NOT to say that personal opinions aren't important but rather to suggest that without an empirical basis for our opinions (supported by good research) these opinions remain, at best, no more than personal beliefs supported by a limited amount of anecdotal evidence.
Best wishes,
Ian
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I am working with teaching whole numbers in my masters level research. I would like to see other perspectives, especially in countries with high or extremely low PISA level
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Dear Miguel
In that case, we can go for cross cultural research if you are interested. I did my thesis in Science Education. It would be interesting to know the scenario in the two countries in Science and Mathematics Education (Teaching/Pedagogy), and the learning of both students and teachers can be enhanced. 
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As a Brazilian Portuguese native speaker, I am teaching since the last 3 years Mathematics and Physics in German (I am currently at the level C1/C2) in the city of Berlin. What I have noticed so far: most of the fast learners did not feel the impact of my accent and in few times the lack of native language expressions to explain a certain topic from my side was quickly complemented by these students. They are the minority in all classes I have been teaching. However, the slow learners gave up very quickly and used as an excuse for it the fact of a small lack of my languages skills, even if some of them had already a history of deficiency in their learning processes. I would be interested in quantitative studies that compares the impact of a foreign language teacher teaching in the mother language of children. Is there something remarkable on it to pay attention? 
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Jair, 
Science - Non Mother tongue teachers
The only barrier that may exist is students not being able to understand the teacher  because of the language linguistic difference. I have personally witness this and it can be frustrating to students who have difficulties reading and writing. Otherwise, the science classroom is no longer the science teacher lecturing in front of the class but utilizing the 5E Model, with interactive smart board games and experiments, and PhET simulations.
Robin Ruiz
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It is known that the development of mathematically gifted students often through participation in national and international mathematical Olympiads.
Will the role of competitions in mathematics is the right path for the development of mathematical gifted students?
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It may be interesting to plan a series of workshops on focused topics for talented students and to watch their emerging levels of involvements in these. The resulting interest will be indicative of the success or failure of this approach.
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I recently took an undergrad, 2nd year thermodynamics class and I want to use my knowledge from this class in real life projects. so what can be a project to do ?
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Analyze a food chain and its energy flow.
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Your thesis reminds me of erly research I did at the University of Wisconsin with game theory and its relation with concept development in primary classrooms. It also hearkens to Wittgenstein's theories of language and philosophy in the Tractatus.
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Continuing.....
Let us assume that game theory is a branch of mathematics and let us further assume that not all mathematics relies upon or even involves numbers.
A type of game that does not necessarily involve numbers is the NIM game where players employ strategic thinking to play.  The importance of strategic thinking in maths and game theory led me to mention Wittgenstein earlier. Of course Dr. Wittgenstein some might claim, thought of all language as game. That may be where psychology enters consideration. So we turn away towards Educational psychologists such as Piaget and/or Vygotsky. 
If we recall the history of curriculum development we can recall that Piaget's colleague Inhelder participated in the development of "New Math," that certainly featured much about language and game theory in its applications.
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Thank you for you recommendation. But presently, my German language status is A1 level (very basic) so it seems quite illogical to proceed. Though I used google translator to read this and it seems interesting. All the best.
This is the following translation by google
'The aim of this work is to show the pupils who are present in the research framework of didactic reconstruction on the motor mobility of the human body. The focus of this thesis is on the interplay of muscles, bones, tendons and joints during movements.'
My question is what kind of motor is it and what are its functions?
Thank you in advance.
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Motor functions in humans are referred to person able to use  gross motor (large muscles  and joints  with  neuronal system control,for mobility,,and fine motor( such as hands and fingers and oral ,sucking swallowing, which are used for daily activities . I believe these are similar in any language .
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Transportation geography has undergone various developments since the mid-20th century, but does its traditional definition correspond to the current era? So what is the problem? and What definitions can be proposed?
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I do not believe. Things are pretty clear.
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Art's mission, purpose of education. 
Leo Tolstoy has provided inspirational ideas in ''Ana Karenina, Death of Ivan Ilyich and
War and Peace.
You may  like to watch this :
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To propose that art has a mission, I believe, to claim that art and those who produce it have a consciousness of purpose.  Such a claim is difficult, if not impossible, to support. The factors that influence the production of art are multiple and complex.  We know that some works are produced on impulse, as the artist strives to express an amorphous personal feeling.  Some works are produced to reflect the artist's perception of reality.  Some are produced with the sole aim of making a living.  And so on.
All that is ultimately irrelevant because whatever the final product, we, the audience, end up interpreting it through our own affective filter, assigning our own sense of purpose and mission, even when the artist had none.
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Bibliography needed for a research project relating the Performing Arts and museums
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Lucia Cataldo, "Dal Museum Theatre al Dgital Storytelling. Nuove forme di comunicazione museale tra teatro, multimedialità e narrazione", Franco Angeli, Milano 2011
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With technological advances the way students learn and what they learn is changing - as is their creative solutions to completing tasks.  But is technology helping students learn more effectively (accessing information easier) or hindering (finding new ways to try and circumvent the hard work of learning through plagiarism/outsourcing to independent writers)?
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 This is a very broad question and the answer will relate to the context and the way technology is deployed. We know schools use technologies in different ways some positive and some negative. We also know that social class impacts of the way pupils apply digital technologies in an educational context.
Between 1997 and 2007 the UK invested £4bn to "transform learning".....the story is told here:
I suspect that the real problem rests with the mismatch between two specific technologies. The first being the increasingly complex and powerful network of devices, connections and human actors which we call the 'network society' which are profoundly challenging our notion of knowledge, it's structure and worth.
Secondly we have the technology of the school with its physical and conceptual structures, roles, explicit and implicit purposes.
T2 (the school) has great social and cultural inertia and it responds to technology by absorbing it on its own terms, turning it to its own purposes and using it to reinforce the status quo. T1 (digital technologies) are changing and recombining rapidly and in a manner which is not controlled or controllable.
When T1 and T2 are forced together they are like two cogs of differing tooth sizes grinding together......like a 1930's motorcar gearbox :-)
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I need to apply cognitive tests to check the types of generated memory and learning, tips and suggestions?
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I was wondering if you could help me in this endeavour. I have to give a short talk about how the theories of mathematics education could help teachers to make their job more proficiency. I'd like to know if there are research studies or investigations about it. On the other hand, some examples might be useful for my purpose.
Thank you in advance
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