Didactic Approach Research Articles

SmaEPho–Smart Photometry in Education 4.0

Digitization offers new perspectives for educational research to identify the effects of visualizations regarding cognitive processing. In addition, new types of data can be generated, expanding the possibilities for visualizing cognitive processes and understanding human learning. Digital twins are already used in Industry 4.0, as an additional visualization to a real object, for data mining and data analysis for process optimization. The increasing integration of digital twins in the industrial sector requires the formulation of corresponding educational goals to ensure high-quality and future-oriented education. Therefore, future generations must be introduced to technologies from industry during their education. In this paper, an intelligent photometric measurement system called SmaEPho with a digital twin for science, technology, engineering, and mathematics (STEM) learning is presented. In addition to its function as a photometric measurement device, an intelligent sensor technology allows for data generation on the user’s usage behavior. The digital twin reflects and visualizes these data in real-time. This enables a variety of new didactic and methodological approaches in teaching. A first study evaluating the hardware and tracking components of SmaEPho shows that the deviation accuracy of the measurement system is sufficient for experimental applications in schools. Another study with n=52 students confirmed the excellent usability of the SmaEPho hardware platform. These research results lay the foundation for a variety of future research questions on data analysis and machine learning algorithms with the aim of increasing the quality of education. The use of intelligent digital twins as an element of digitization in educational contexts offers the extended possibility of identifying cognitive processing steps using this technology.

The Constructivist Principle of Learning by Being in Physics Teaching

A detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea of LBB is students’ ownership on cognitive goals, or the assumption of learning objectives, in other words – intrinsic motivation of students. Along with LBB, the author proposes the term of guided self-scaffolding. Both terms tend to accentuate high level of student’s intrinsic motivation. The article examines the school physics lab as an example of constructivist learning environment and analyzes several didactic approaches as inquiry-based learning, problem-based learning, project-based learning, case studies, and just in time teaching from constructivist point of view. The author enumerates the basic principles for the organization of school physics lab in a constructivist manner: provision of opportunities for students’ own thinking, giving students a certain freedom degree in identifying solution through verbalization of the problem, necessity for teacher to know a priori concepts of students, students’ effort as a mandatory condition to achieve students’ interest. The concept of “big scientific ideas” is in the core of this organization. The author emphasizes that conceptual understanding in school physics lab, which is inseparable from learning by being, is achieved through the overlapping of several learning and teaching approaches which form the core of LBB concept. Keywords: constructivist pedagogy, educational paradigms, learning by being, ownership of cognitive goals, school physics lab

Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis

ABSTRACT In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

Demokrati på erhvervsuddannelser med afsæt i social- og sundhedsuddannelser

Since the year 2000, the Danish vocational education and training institutions have been legally required to include the educational objective of educating the students to participate in democracy. We examine the implementation of the requirement from a student perspective, through interviews with twelve newcomers at a social and health care college. Our focus is the student experience in school and their expectations for their working life. With the theoretical approach of John Dewey’s philosophy on democracy and education we find a diversity among students. Some students are very active and express their opinions while others choose to be reluctant in public. In social science, the students learn about representative democracy but democracy as a social practice is limited in other subjects and in the classroom. However, the teachers’ role seems important for the students’ courage to speak up. The article concludes that some students might be in risk of exclusion of democracy, and we suggest more research in didactical approaches to address this.

(De)constructing machines as critical technical practice

This paper discusses the role of technology under the framework of Critical Technical Practice specifically in the form of constructing artefacts and deconstructing tools in order to produce what Philip Agre would describe as ‘reflexive work of critique’ (Agre, 1997:155). By presenting the activities and methods used in the teaching and shaping of undergraduate courses, this paper aims to show how technical objects, such as data, datasets, application programming interfaces and machine learning models, can be considered as discursive subjects, demonstrating pedagogical understanding across fields. The courses operate in the humanities tradition and take critical technical practice as a didactic approach, insofar as software and data are understood and manipulated on an instrumental level, while encouraging critical engagement and embodied reflection that bridge the technical and social/cultural domains. Within this pedagogical approach, critical is not only understood as a paradigm of rationality or quantitative, data-driven argumentation, but as adopting a critical position – that is, to research and reflect on the social structures and cultural phenomena entangled with digital objects, bodies, tools, methods and software production. By embracing work-in-progress and reflexive exploration, we aim to extend the notion of critical technical practice by unfolding how (de)constructing machines can be achieved beyond thinking of technology as neutral instrumentalisation. The challenge is how to find a balance, not only as researchers but as educators, unfolding aspects of both formality and functionality as well as questioning and understanding technology at a discursive and critical level. We argue that learning technical practice in an educational setting is not an end, but rather a means to question existing technological structures and create further changes in socio-technical systems.

Daryl Siedentop’s Legacy and the French Didactique Tradition: Influences and Convergences

ABSTRACT This article is about Daryl Siedentop’s legacy and the reciprocal influences of his thinking on the French didactique research in physical education (PE). The introduction points out the deep knowledge of French PE Daryl Siedentop had gained through his international activities and how his theoretical and methodological contributions resonated and inspired the French didactique research. A first section presents some key links between the Sport Education model and the didactic approach in terms of curricular choices. The second section emphasizes the distinctive but complementary research perspectives of the classroom ecology and the joint action in didactics for the future of PE. The conclusion returns to Daryl Siedentop’s ontological and epistemological viewpoints and their many common aspects with the French didactique tradition.

Системно-параметрический подход в дидактике: разработка теоретико-методологической основы дидактической инженерии

Системно-параметрический подход в дидактике: разработка теоретико-методологической основы дидактической инженерии

Theoretical-conceptual aspects regarding the entitlement of the legal field concerned by the protection of environmental factors

Accurate knowledge of the scope of a field or branches of law is an indispensable condition for the evolution of any branch of the legal system. This is also the case with environmental law. Despite the various debates on the correct name of the branch concerned with the protection of environmental factors, launched in the doctrinal space since its inception, today more and more specialists in the field use the phrase “environmental law” when referring to legal relations established during protection environmental protection, development, conservation and rational use of all environmental components, including anthropogenic ones. However, there is currently some controversy regarding the certainty of the legal segment of concern for the field of environmental law, often being confused with that of ecology science, superimposed even at the level of scientific and didactic approach. For this reason, we decided to end the discussions that further complicate matters, trying to show that ecology and the environment, respectively, environmental law are distinct areas, although very close, correlated and coexisting in the legal system.

RAZVOJ METODA REFERENCIJALOSTI U SAVREMENOJ PROJEKTANTSKOJ I DIDAKTIČKOJ PRAKSI ARHITEKTURE

The aim of this paper is a better understanding of the transformation of the reference-based design process in relation to different stylistic determinants and cultural circumstances that accompany the development of architecture in Central Europe from the mid-twentieth century to the present and the role of rationalism as a unifying character of these stylistic expressions. The subject of the paper is based on the analysis of the use of references in the process of architectural design, through parallel reflections on design, theoretical and didactic approaches in the works of Aldo Rossi, Miroslav Šik, and Valeri Olgiati. The methodological differences of the mentioned authors are observed both in relation to the continuity in the use of the analogous method in mentoring (Rossi and Šik) and specific dislocations in relation to the given positions in their theoretical and design work. The research follows three methodologies developed at the ETH University of Zurich in the period from 1972 to the present: the analogous architecture of Aldo Rossi, the analogous old-new architecture of Miroslav Šik, and the non-referential architecture of Valeri Olgiati. Within this topic, the intention is to understand the different approaches in the selection of references, and their role and meaning in the intertextual relationship that is formed. The paper starts from the assumption that the structure of the source of reference in contemporary architecture is transformed in relation to the postmodernist conceptions, and that this trans- formation is reflected in the shift from referential-authorial to extensive-cultural sources. The final assumption is that in interpreting the methodological approaches of the three authors one can recognize the continuous influence of rationalism, as a unifying expression, which, due to its simplicity and adaptability, serves as an anchor for various explorations in theory and design.

Commentary on Ultrasound Instruction in Undergraduate Medical Education: Perspective from Two Students.

Ultrasound integration in undergraduate medical education (UME) has been a focused endeavor in recent years. According to the American Institute of Ultrasound in Medicine, more than a third of all US medical schools have adopted a focused ultrasound training program for medical students. Medical student perspectives on best practices in ultrasound education are lacking in the literature. Two students' reflections are presented regarding two different didactic approaches, flipped classroom and self-study learning models, to teaching ultrasound in the pre-clinical medical education curriculum. Students present reflections on these didactic approaches to facilitate further improvement in ultrasound education curricula. The self-directed learning model enabled students to learn foundational ultrasound exam techniques efficiently in a low-stress environment and subsequently optimized the efficiency of later faculty-led learning events. However, we noted that in both the flipped classroom and self-study learning models of education, the training on basic physical properties of ultrasound, tissue characteristics, and probe manipulation was limited. A self-study learning model ultrasound curricula improves perceived learning efficiency and student confidence, especially when followed by faculty-guided didactics and scanning opportunities. We suggest a framework for ultrasound education curricula that includes components of both formats of ultrasound education alongside faculty-led sessions as an ideal model of ultrasound education. Further, we propose the added benefit of inanimate object scanning to optimize students' knowledge of waveform physics (image acquisition and physical properties of materials) early in the ultrasound education process.

Approaches to designing and didactic principles of the model of future translators’ professional intercultural strategic competency development

The article deals with the didactic approaches and principles applied when designing structure-functional model of professional intercultural strategic competency. The approaches and principles are selected according to up-to date educational and occupational standards to ensure comprehensive and all-round preparation of professionals involved in translation and interpretation services. Key didactic approaches to developing professional intercultural strategic competency include systematic, professional-competence, culturological, contextual and communicative-pragmatic ones. Quasi-professional tasks and activities are central to professional intercultural strategic competency development as they entail acquiring both hard and soft skills relevant to employability and job performance. Quasi-professional tasks suggest creating and applying the strategy of professional intercultural communication.

Experiential Education in Advocacy for Occupational Therapy Students: Didactic Approaches and Learning Outcomes

Experiential Education in Advocacy for Occupational Therapy Students: Didactic Approaches and Learning Outcomes

Promoting Writing Fluency of Young Adults in the Vocational Transition System (in the KOFISCH Project)

A remarkable proportion of young adults in the vocational transition system fail to meet even hierarchy-low requirements of professional writing. As a consequence, these young adults break off their writing process at an early stage, as participant observation undertaken in the BMBF-funded language-didactical and social-scientific project KOFISCH (Kompetenzförderung im Schreiben) have shown. This chapter presents materials from the KOFISCH project on the promotion of basic writing skills (writing fluency) of participants in measures of the transitional system. After an introductory part in which the importance of writing for the profession is discussed, the determinants of writing fluency are theoretically explained. As partial aspects of writing competence, these form the support areas (and concepts) of writing fluency, whose didactical approaches are explained in the third part.

An auto ethnographic reflection of service learning: A higher education perspective

Higher education institutions recognize the importance of committing, assimilating, and applying education for sustainable development (ESD) into their curriculum to realize the Sustainable Development Goals. The intention of such a commitment assists in creating a culture of students who are actively engaged. Committed to the notion of teaching and teacher education for social change, in this article, I discuss my conceptualization of service-learning through my experience in higher education. Service-learning has been defined as a mode of “experiential education that integrates meaningful community service into the curriculum” (Nives 2015, 1). My perception is that by adopting service-learning for pre-service commerce teachers, there will be a shift in how social justice issues (Frederick, Cave, and Perencevich 2010) can be infused as a meaningful community service approach within the curriculum. In undertaking such steps, I highlight the nuances of power in these programs in this article. Service-learning is adopted through constructive and cooperative strategies to address the engagement questions that underpin the modules. In the academic and method module, these approaches allow pre-service students to be aware and reflect on their prior encounters and experiences of social justice issues, such as poverty, to mention but one. Drawing on both Dewey and Gwele, this article highlights the lecturer’s experience of assisting students to deliberate service-learning and participate as democratic citizens. In this article, I unpack my notions of service-learning as a subjective experience of the processes and product of service-learning as a didactic approach. This article introduces a platform to re-think and reconnoitre service-learning in higher education through this complex story. The discussion and recommendations of engineering and reengineering the concept, process, and urgency of incorporating service-learning in Higher Education curricula are discussed, and recommendations for future research are made.

Theoretical foundations of students’ preparation for professional activity in higher educational institutions

The purpose of the article is to improve the quality and efficiency of education in the world, to pay special attention to the widespread use of pedagogical approaches in the processes of supporting students’ education, rapid changes in the socio-economic sphere, to eliminate the problems of improving the education system, and at the same time to identify the possibilities of using innovative technologies in education. The issues of forming the necessary professional competencies on the basis of building an innovative model of technological processes for training future personnel and improving the content as a result of applying didactic, experimental, model, didactic, methodological, and socio-psychological approaches were discussed.

Comprendre les effets des choix de formateurs sur les pratiques de professeurs de mathématiques débutants

This paper presents a research carried out by a researcher and teachers’ trainers involved in initial training of mathematics teachers. The aim of this research is the study of the effects of choices made during training on beginner teachers’ practices. The analyzes are realized within the theoritical framework the dual didactic and ergonomic approach (Robert, 2008). The results of these analyszes specify in terms of components of practices the significant influence of the practices of trainers on the development of the pratices of beginner mathematics teachers.

A Didactic and Visual Approach to the Fourier Transform

A Didactic and Visual Approach to the Fourier Transform

Primary school children's health and its association with physical fitness development and health-related factors.

The health status (HS) of children is influenced by a variety of factors, including physical fitness (PF) or social and environmental characteristics. We present a 4-year longitudinal study carried out with 263 primary school children. PF was assessed yearly using the German Motor Performance Test 6-18. Demographic data, leisure time behavior and socioeconomic factors were collected using questionnaires for children and parents. Based on parents' ratings in year 4, children were categorized as either "very good health status" (VGHS) or "good health status or below" (GHSB). Children with VGHS (73%) showed a larger improvement of global PF (p < 0.001), a significantly higher proportion of being/playing outside (p < 0.001), significantly lower proportions of overweight (p < 0.001), of media availability in the bedroom (p = 0.011) and of daily media consumption > 2 h (p = 0.033) compared to children with GHSB. Regarding socio-economic factors, children with VGHS revealed significantly fewer parents with lower education (p = 0.002), lower physical activity levels (p = 0.030) and lower migration background (p < 0.001). Physical fitness (p = 0.019) and outdoors exercising (p = 0.050) were the only variables to provide significantly higher chances of perceiving one's own health as very good when tested within a complex model including all the variables studied in this work. Considering the little focus on PF in the current Austrian physical education curriculum and the favorable environmental features of the Tyrolean region, more emphasis should be given to promoting didactical and pedagogical approaches that allow schoolers to be active in the nature.

Internacjonalizmy w nauczaniu języków obcych

"The paper presents a didactic approach which is applied in foreign language teaching and which uses the fundamentals of intercomprehension. It focuses on the reasons and methods concerning the way of including the international vocabulary in the lessons of any foreign language. The author not only explains how this approach works but also evaluates it with reference to other researchers’ opinion."

Medical School Students’ Knowledge of Pain and Palliative Care: An Observational Study

Background: Pain and palliative care are a reality in daily routines of medical treatment. However, the theoretical-practical curricula of traditional medical school course still unsatisfactorily contemplate pain management, as well as the palliative care approach. Objective: To assess the knowledge of medical students about pain and palliative care, as well as to identify their perception of teaching these topics during hospitalization. Methods: A cross-sectional observational study, with a descriptive and exploratory approach, data collection for which was carried out between August and November 2020. The target population was medical students, who responded to an online survey of a quantitative, anonymous and follow-up nature. The survey study variables concerned knowledge about pain management and palliative care. Results: An expressive majority of academics showed difficulty in understanding the pathophysiology of pain related to prescribing drugs for pain management purposes, and all of them believe that it is necessary to acquire more knowledge about pain treatment. In parallel, only 9.3% report having received sufficient information regarding palliative care during medical school. Conclusion: The results suggest a certain lack of knowledge and insecurity among medical school students with respect to pain management and care for patients receiving palliative care. The didactical approach to this theme is still deficient in the medical curriculum and requires immediate improvement and new proposals that address the training of these professionals in a more specific and effective way.