Didactics - Science topic

There are many indications that we are entering an era in which generative artificial intelligence, including intelligent chatbots and AI agents, is becoming an essential element of education, opening the door to personalised and interactive learning. However, it is crucial that this innovative approach is not only effective, but above all safe, ethical and compliant with didactic principles and social norms. The use of AI in education is not only a technological issue, but above all a pedagogical and social one, requiring a deep understanding and a responsible approach. Personalisation of the learning process, interactive tools to support students and automation of teachers' routine tasks are just some of the potential benefits of generative AI. However, in order to fully utilise these benefits, it is necessary to ensure data security, protect against misinformation, adhere to ethical principles and adapt educational content to the individual needs of students and the social context. In this context, scientific research plays a key role, providing knowledge and tools for the responsible implementation of AI in education, which will contribute to the creation of an education system that is not only effective, but above all friendly and safe for students.

The research and observations I have conducted show that artificial intelligence technology has been developing rapidly in recent years and is finding new applications, with new opportunities and threats emerging. I have described the main determinants, including the potential opportunities and threats to the development of artificial intelligence technology, in the article below:

Please write what you think about this issue. Do you see more risks or opportunities associated with the development of artificial intelligence technologies?

And what is your opinion on this topic?

What is your opinion on this matter?

Please reply,

I invite everyone to join the discussion,

Thank you very much,

Best regards,

I invite you to scientific cooperation,

Dariusz Prokopowicz

It seems quite obvious that D. Trump's victory in the US presidential elections is connected with a certain global and long-term trend, which could be called the "Neo-conservative Revolution" (if we proceed from the fact that the first version of the "Conservative Revolution" covers the 1930s - 1960s).

Naturally, the movement that has begun will inevitably affect the issues of education, and in particular, the relationship between existing ideas about education, and a return to more traditional ones. In particular, the Russian pedagogical tradition is characterized by the prevalence of Didactics over psychological and pedagogical ideas about "individual educational trajectories" and the student as an independent subject.

In our article with E.V. Dutova we considered didactics as a specific scope of pedagogical knowledge, in connection with which a number of questions arose:

1. What are the sources and main stages of development of domestic (Russian) and world didactics? Does didactics form some autonomous tradition, or are we dealing with a layering of different approaches and ideas that do not have a single center and foundation?

2. What are the main challenges to didactics and how do they manifest themselves? In particular, can we talk about “digital didactics” as an autonomous field of research, or are we talking about some change in the means and technologies of teaching? What is the potential for possible transformations of didactics?

3. What is the modern “didactic sphere”? What concepts, ideas, meanings, models fill it?

Hi,

I am investigating pronunciation accuracy (native-likeness) in learners' speech. In order to do that, I need to compare their pronunciation (some phonemes), to those of native speakers of the language. What tools do you recommend for this purpose?

En la Educación Superior existen varias metodologías innovadoras que potencian el aprendizaje activo del estudiantado. Entre ellas se encuentran la gamificación, el aprendizaje basado en proceso, la clase espejo, etc. ¿Cuáles son las metodologías activas más utilizadas en el campo de las Ciencias Técnicas?

That's a very pragmatic but also as well theoretical (even philosophy one) question: what is the most fundamental didactics' object? What do we deal with when trying describe, interrogate or improve something in education? For last decads we have been using different conceptualization, including "educational technology", "learning moments", "piece of educational process", or just "educational situation", but there's a feeling, that all these conceptualization are not proper...

Last week i delivered some report at the Conference, devoted to teaching Pedagogy for non-Educators in the Higher Education, and focused at the "onthodidactics experience". May it be correct, or how it would be substituted? (the presentation of that report is available here:

https://www.researchgate.net/publication/387012412_ONTODIDAKTICESKIE_OPYTY_PREPODAVANIA_DISCIPLINY_PEDAGOGIKA_NEPEDAGOGAM_KEJS_UZNOGO_FEDERALNOGO_UNIVERSITETA?_sg%5B0%5D=Xl2zmQNwk2CXNchvebSqPsFYjRxrhNqgGzClZ233Shl1X2hCKF1yS_3w8JVAOifYlbmeidHGT868qFx2DmZJa3tCzvmhJ1jftGaMN7BV.kyno3N1OSJOaGg4eEXdgYzxcPlQozhgO2C_DnenE0y2au0XUQ0ol9UTMvFdNjNpoGczif1WAh7ECpXH0DLo_jw&_tp=eyJjb250ZXh0Ijp7ImZpcnN0UGFnZSI6Il9kaXJlY3QiLCJwYWdlIjoicHJvZmlsZSIsInByZXZpb3VzUGFnZSI6InByb2ZpbGUiLCJwb3NpdGlvbiI6InBhZ2VDb250ZW50In19 )

Dear colleagues,

I am looking for some simplified finite element model of a vehicle body in white to use for didactical purposes. In particular, I would like to use the model to perform static simulations with shell elements. Ideally, the model should not have many features to be computationally efficient but still preserve a good level of accuracy. Can anyone share such a model publicly or privately?

Thanks,

Francesco

Is there any "special" didactic for Mathematical Logic, as a subject for Engineering students?

Or it does not worth to take care about how explaining, orienting students, because, any way, it is too difficult, abstract subject for almost everybody....

On the other hand: what kind of content should be taught? Propositional and/or Predicate Calculus? Deductive structures? All them?

Should be used the concept of formal system as framework for systematizing above mentioned contents?

Is the development of abstraction, deductive capabilities, algorithmic thinking, a concern to have in mind when teaching Mathematical Logic?

Perm State University

Faculty of Modern Foreign Languages and Literatures

INFORMATION LETTER

Dear colleagues,

We invite you to participate in III International Scientific Conference "Digital Didactics"

• Global and Russian contexts of modern online education: trends, development scenarios, strategic goals

• Digital educational environment: technologies, techniques, tools, EdTech

• Digital teaching methods and standards of digital didactics;

• Technical Components / Digital Media: App tools, Social media and educational platforms;

• Designing distance learning programs and online courses

• Modern educational platforms and services

• Gamification of the educational process in a digital educational environment

• Discourses in digital didactics

• Media literacy / artificial intelligence

• Competencies of a digital age teacher

• Migration and digital education / multilingualism

• Transfer of analog life to digital and vice versa

• Neuropedagogy

To participate in the conference, please send your application by November 1st, 2024

to: katya_bukreeva@mail.ru

And fill in the electronic registration form at:

Working languages: Russian, English, French and German

Certificates of Presenters will be issued to the presenters of papers.

NO REGISTRATION FEE is required.

Dear Researchers,

I am reaching out to you for your invaluable expertise in designing a questionnaire for an upcoming research project

My research focuses on exploring the strategies utilised by translation teachers in addressing errors within the classroom setting, as well as their perceptions regarding the efficacy of error correction techniques. Given the complexity and significance of this topic, I believe that your insights and guidance would greatly enhance the quality and depth of my investigation.

Your experience and expertise in translation didactics research would be invaluable in shaping the structure and content of the questionnaire, ensuring that it elicits meaningful responses and provides valuable insights into the research questions at hand.

Thank you for considering my request.

Warm regards,

Dear Researchers,

I am reaching out to you for your invaluable expertise in designing a questionnaire for an upcoming research project

My research focuses on exploring the strategies utilised by translation teachers in addressing errors within the classroom setting, as well as their perceptions regarding the efficacy of error correction techniques. Given the complexity and significance of this topic, I believe that your insights and guidance would greatly enhance the quality and depth of my investigation.

Your experience and expertise in translation didactics research would be invaluable in shaping the structure and content of the questionnaire, ensuring that it elicits meaningful responses and provides valuable insights into the research questions at hand.

Thank you for considering my request.

Warm regards,

In the era of virtualization the use of virtual laboratory practices is increasing, and in many cases to the detriment of those identified as real practices.

In the past years I've been creating ENMs using dismo and its related packages like raster.

I have my own workflow but for didactic purposes I also use modleR workflow (https://github.com/Model-R/modleR) which is very good for students learning ENMs.

Recently, the package raster was retired and a lot of my analysis and workflow rely on raster and dismo which has been causing me some issues.

As far as I'm capable I've been changing my codes to use the package terra instead of raster, but it has been a nightmare.

There is any workflow or package I can follow/use as an alternative for dismo/raster ? Any package or workflow which already uses terra to manipulate spatial data ?

Thanks for the attention !

Errors in translation didactics related to teaching strategies can be utilized as valuable learning opportunities. By analyzing these errors, educators can identify areas of weakness in their teaching methods and curriculum design

It is a fact that most physicists have something akin to an allergy to to anything social in nature.

Oxymoron is that (Keep in mind) science is and progresses via social enterprise i.e scientists debate, disagree, agree and share opinions

How this affects didactics

1. Physists consider their method the superiority that would soon or later be borroeed in other sciences or even believe everything is physics (extreme physical is) so they want to give didactics a physics flavor angle i.e operationalism in aims (use words that have technical connotations like define,evaluate, prove) and avoid normal language because physics is not based on typicalnlogic and causual language is a barrier to exploration and high cognitive discoveries /expositions

2. They sabotage important didactics findings that are social in nature i.e Biggs principle of cindtructive alignment between design, assesment and teaching which is a pillar of didactics akin to Newton's 2nd law in mechanics

3. They omit or greatly undermine conceptual questions in tests, limit them to 5%, historical questions that hone skills of scientists i.e how a theory emerged, what was debates and deep learning

Physics specialized didactics or "science education" finds take up to 90% of professional continuing education for physics teachers.

But important results are out of the picture, in my opinions, by bad choice.

,

For examples the "design, teaching approaches, and assessment approaches alignment" as suggested by Biggs, is a strong tool that could revitalize the unimpressive learning outcomes stricken field of science education if taken more seriously.

I investigate the introduction of didactic infographics in the teaching and learning process of the Telecommunications Engineering career.

What are your thoughts on the difference between high school and college didactic contracts for teaching linear algebra?

Bearing in mind that practically every activity made available to students, they first go through the various resources based on generative artificial intelligence such as chatgpt, the question remains as to which strategy to adopt so that they can do the activity without help.

What is the Difference between Didactics and Pedagogy?

Main ideas in processing theory of learning

** be clear not clever, because the bad kind of clever leads to bad results

**be specific. Because Specifity leads to clarity

didactics of mathematics

Thanks!

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

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!

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.

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).

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:

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)

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:

Please reply

I invite you to the discussion

Thank you very much

Best wishes

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.

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?

Thanks.

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.

I have opened a research laboratory of language didactics. I need an appropriate logo.

Could you help me please?

Best regards!!!

I wondering if you know texts, guides or any didactical advice that can help is to teach discrete wavelet theory to undergeaduate computer scientist

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).

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

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?

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

Is there such thing as false interpretation in Literature?

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.

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?

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). 

I need information about researches that have been apply at universities.

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,

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?

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)?

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!

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!

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

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?

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

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?

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?

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?

Can any one help me with an analysis grid of school books including indicators on the development of logical reasoning in mathematics, experimental sciences ?

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:

Please reply

I invite you to the discussion

Thank you very much

Best wishes

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

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:

Please reply

I invite you to the discussion

Thank you very much

Best wishes

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.

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!

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.

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?

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.

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:

1. How will education change within a millennium?

2. How should education change within a millennium?

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

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.

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?

Seeking for more techniques for history didactics.

Should we simply forget about our painful. Past as a nation?

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?

The research work carried out by university students is very important in their training.

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

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:

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

● 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

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.

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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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.

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.

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