Didactic Dimension Research Articles

Educational robotics and primary school mathematics teaching: An analysis of pre-service teachers didactic-mathematical knowledge

The scarcity of studies dedicated to the integration of educational robotics (ER) in teaching mathematical content, and the discomfort of teachers when integrating ER in their teaching practices make it pertinent to understand the development of the didactic knowledge of mathematics necessary to integrate ER in mathematics teaching practices during initial teacher training. This qualitative and interpretive study identifies the knowledge of the didactic dimension from the didactic-mathematical knowledge conceptual framework that is mobilized by pre-service teachers (PST) during the implementation of mathematical tasks that integrate ER during the practicum. Through content analysis of the data collected on the PST’s performance, we mapped the occurrence and co-occurrence based on the components of the didactic suitability criteria. From the results, we highlight: (i) the existence of a relationship between the mathematical knowledge needed to teach, knowledge of the mathematics curriculum, and knowledge of ER and how its integration in the teaching process can influence the learning process and (ii) the positive contribution of the implementation in the practicum of mathematical tasks that promote robot manipulation/programming at the same time as the exploration of the mathematical content for the development of the participants’ didactic knowledge of mathematics. A practical implication of our results is that these features should be part of future work dedicated to integrating ER in mathematics teaching practices of PST, aiming to assess their value in initial teacher training programs.

Kako učitelji ATJ ocenjujejo učenje jezika? Analiza instrumentov za ocenjevanje znanja angleščine, ki se uporabljajo v čilskih srednjih šolah

The study analyses the assessment instruments designed by Chilean English as a Foreign Language (EFL) in-service teachers. The participants were 110 secondary school teachers from the central, northern, and southern areas of Chile. The data collection technique was document analysis of the assessment instruments designed in their teaching practices. The results suggest that the most typical instrument is a language test, while speaking/writing performance evaluations with rubrics and rating scales are used to a lesser degree, and all having writing, reading, grammar, and vocabulary as their primary assessment foci. It is suggested that universities and administrators of educational institutions promote opportunities for professional updating regarding language assessment. Moreover, pre-service teacher education needs to emphasize and strengthen this didactic dimension.

Is Consuming Avocados Equally Sustainable Worldwide? An Activity to Promote Eco-Social Education from Science Education

The socio-environmental crisis in which we find ourselves makes it necessary to promote a citizenship capable of facing global challenges in an informed, critical, and participatory manner. Given the shortcomings of environmental education practices and the limitations of teachers to develop effective activities in their classrooms, it is necessary to review and redefine teacher training. In accordance with the case study research method, we present the results of the implementation of an activity for teacher training on environmental socio-scientific issues: the production and consumption of avocados in Spain. The aim is to find out how students use the evidence and what perspectives they integrate when making argued decisions, which will allow us to assess the didactic potential of the designed activity and contribute to the consolidation of the didactic dimension of eco-social education. The results show the students’ ability to use the evidence in a critical and reflective way, sometimes oriented toward the search for and proposal of solutions, and also their ability to address the problem using a systemic approach, integrating different perspectives, including political, economic, social, ecological, ethical, health, local, and global considerations. For this reason, the activity presented is considered suitable for promoting the didactics of eco-social education in teacher training.

Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review

Didactic dimensions of teaching content for and with students with intellectual disabilities (ID): a scoping review

IMPROVING EMI THROUGH THE VISEGRAD CLIL-HET PROJECT

In line with the global education tendency, Higher Education Institutions in Albania are making attempts to successfully implement a competitive English Medium Instruction (EMI) University model. This chapter sheds light on a case study analysis of EPOKA University - an International University in Tirana using English language instruction for its disciplinary programs. Specifically, the chapter illuminates the contributory findings of the CLIL- HET project into the English didactic competence of the international and local non-native English-speaking academic staff of EPOKA University. This university comprises a ESP/EMI practice par excellence in Albania, however, no such theoretical training has ever been prioritized at the regional and EU level project consortium in this narrow didactic dimension. The project diagnosed the need to improve English teaching didactic for disciplinary lecturers specifically to place language goals on the same equal importance to the content goals. Moreover, the English teaching needs assessment and its standardization in compatibility with recent EMI/CLIL/ESP principles, is perceived as the most relevant educational approach to further boost the international teaching profile of this young institution aspiring top-quality international academic recognition. The inductive results on the necessity to equip disciplinary scholars with EMI/CLIL//ESP sufficient theoretical tools will be a first model to be followed in the higher educational arena in Albania.

Del quirófano a la comunidad: práctica formativa del pregrado en instrumentación quirúrgica en la pandemia por COVID-19

Introduction: the undergraduate surgical instrumentation (SI) program at Universidad de Antioquia (Colombia) defines academic practices as a fundamental component of training students, by means of activities such as experimental workshops, guided observation and surgical assistance. The health emergency unleashed by the COVID-19 pandemic drastically reduced the opportunities for clinical practice in healthcare institutions. Materials and methods: the participation of SI students was made possible in a new training practice environment using the Telesalud LivingLab of Universidad de Antioquia School of Medicine, through phone number 123. A qualitative approach research was carried out to understand this experience in SI students, by consulting live and documentary sources Results and conclusions: the results indicate that this practice modality favored the comprehensive training of the future surgical technologist. The latter is supported by pedagogical, curricular and didactic dimensions that took place during the experience. Several improvement opportunities, which can be useful in future training processes, were also evidenced.

The Use of Mobile Sensors by Children: A Review of Two Decades of Environmental Education Projects.

Over the past twenty years, the use of electronic mobile sensors by children and youngsters has played a significant role in environmental education projects in Portugal. This paper describes a research synthesis of a set of case studies (environmental education projects) on the use of sensors as epistemic mediators, evidencing the technological, environmental, social, and didactical dimensions of environmental education projects over the last two decades in Portugal. The triggers of the identified changes include: (i) the evolution of sensors, information and communication platforms, and mobile devices; (ii) the increasing relevance of environmental citizenship and participation; (iii) the recognition of the role of multisensory situated information and quantitative information in environmental citizenship; (iv) the cause-effect relation between didactical strategies and environmental education goals; (v) the potential of sensory and epistemic learners' practices in the environment to produce learning outcomes and new knowledge. To support the use of senses and sensors in environmental education projects, the SEAM model was created based on the developed research synthesis.

The Social, Therapeutic and Didactic Dimension of Shame in Seneca’s Thinking

This paper analyses the problem of shame in the thinking of Lucius Annaeus Seneca. The authors examine this problem primarily in two contexts. The first, social meaning, understands shame as an emotion that appears during a conflict between a person’s “self” and social norms. Seneca mainly tackles this question concerning providing “benefits” (beneficia) in his On Benefits and eighty-first letter of Moral Epistles. The second therapeutic and didactic meaning utilises shame as an instrument to manage some illnesses of the mind (for example, anger). Moreover, to educate a “Stoic disciple” (proficiens), deliberate exposure to shame in public marks one of the important techniques to near the perfect ideal of “the wise man” (sapiens) and to prepare oneself for service in public office. Especially in Moral Epistles, we find a detailed description of this didactic approach and the limiting factors to using this technique.

Professionalization Pathways for School Leaders Examined: The Influence of Organizational and Didactic Factors and Their Interplay on Triggering Concrete Actions in School Development

It is believed that school leadership contributes to efficiency and equity in school performance. Therefore, it is essential that professionalization initiatives for school leaders foster learning and development processes towards effective leadership. Based on a literature review, several factors appear to facilitate the influence of professionalization programs on learning outcomes of school leaders but empirical research on real effects and on explanatory processes is limited. This research gap forms the basis for this mixed methods study, in which we design and implement a longitudinal professionalization program as the research setting. We distinguish an organizational dimension focusing on structural choices and an intertwined didactic dimension. We examine which specific interaction between both contributes most to concrete learning-driven actions at the school of the participant. The results indicate that by participating in the program with such a design, school leaders prepare action plans for their own school and start up school development. The interaction between actively providing theoretical frameworks, further deepening insights through peer learning in professional learning communities, the conversion of insights into concrete action plans and supporting this with school-specific coaching leads to the strongest results, analyses show.

From niche topic to inclusion in the curriculum - design and evaluation of the elective course "climate change and health".

At the Medical Faculty of the Goethe University Frankfurt am Main, the elective course "climate change and health" was offered to students in the clinical phase of their medical studies for the first time in the winter semester 2021/22 (any unfilled places were made available to interested students studying other subjects). Despite attracting considerable attention, this topic has not yet been incorporated into the curriculum of medical studies. Our aim was therefore to teach students about climate change and discuss its effects on human health. The students evaluated the elective in terms of various factors relating to knowledge, attitudes and behavior. The elective focused on the concept of Planetary Health, with an emphasis on the health consequences of climate change, as well as possibilities for action and adaptation in clinical and practical settings. The course took place in three live, online sessions (with inputs, discussion, case studies and work in small groups), as well as online preparation and a final written assignment for which students were asked to reflect on the subject. The standardized teaching evaluation questionnaire (=didactic dimension) of Goethe University was used online to evaluate the elective, whereby the questionnaire was extended to include the measurement of changes in students' agreement with items (dimensions) relating to knowledge, attitudes and behavior (personal behavior and behavior as physicians) before and after the course (pre/post comparison). Students expressed high levels of satisfaction with the course content, the presentation of the course, and the organization of the elective. This was reflected in very good to good overall ratings. The pre/post comparisons further showed a significant, positive shift in agreement ratings in almost all dimensions. The majority of respondents also wanted the topic to be firmly embedded in the medical curriculum. The evaluation shows that with respect to the impact of climate change on human health, the elective course had a clear influence on the knowledge, attitudes, and behaviors of the students. In view of the relevance of the topic, it is therefore important that this subject is included in medical curricula in the future.

Effects of the usefulness of didactic principles in teaching history today

Current studies in the field of history as a science and as a discipline show us that it is in a permanent transformation, due to the increase in the level of complexity it entails, by reconsidering previous results and then by new methodological approaches. Our research is based on history as a didactic dimension and less on the history-science component, because as a discipline history has an important contribution to defining the cultural model in which people move, without particularities of age or gender, etc. Second, our analysis considers the constants and variables that have marked the discipline of history in the last 30 years.

Dari Teks Menuju Konteks: Semiotika Dharmagita dalam Transformasi Masyarakat Modern

The tradition of reading, singing, and interpreting religious literary texts gave birth to a didactic method called dharmagita. However, the implementation of the dharmagita tends to prioritize the aesthetic dimension, rather than the didactic dimension, so that it has the potential to hinder the transformation of religious texts in the context of religiosity. This article aims to reveal the semiotics of dharmagita as a strategic transformation of religious texts in the context of modern society. The study was conducted using a qualitative method based on a sociology of literature approach. The results of the study show that modernization affects traditional values ​​so that adaptation strategies are needed so that people are able to follow changes without losing moral and spiritual control. Dharmagita has a transformative role to enlighten society with values ​​in religious texts that are relevant to modern culture. In this context, improving the semiotic skills of dharmagita activists has an important role to optimize their ability to understand, interpret, and contextualize religious literary texts in actual-practical life.

Les manuscrits islandais médiévaux dans les romans islandais contemporains : l’exemple de L’Énigme de Flatey

In the rich history of Icelandic literature, the most famous literary genres are undoubtedly the medieval sagas and the contemporary criminal novels. However, those genres are as not as far from each other as one may think, since masterpieces of Icelandic medieval literature are sometimes summoned by contemporary authors, as is shown in The Flatey Enigma (Icelandic: Flateyjargáta), a criminal novel by Viktor Arnar Ingólfsson which is built around the story and the contents of the Book of Flatey, a famous fourteenth Icelandic manuscript. The present article provides an analysis of the place and function of the manuscripts and the medieval texts it contains: the results obtained show that their main function is to help the development of the plot, although some intertextual references also have a didactic dimension, whereas others provide information about the relations between the characters and the Book of Flatey.

Inklusion und Waldorfpädagogik

The contribution reflects the relationship between the requirements of a school for all resulting from the UN-BRK for the realization of inclusion in educational fields and the theory formation and practice of the Waldorf School. The focus is on the lifelong human personality development that is realized in communicationbased cooperations from an early age and that always has aCommon Object. Starting with the subject, these processes are to be transformed into corresponding pedagogical and didactic dimensions of the lessons. The Free Waldorf School provides many of the necessary framework conditions, but these do not automatically lead to lessons that can be described as inclusive. It requires a critical examination of anthroposophy and the acceptance of the level of knowledge available today in the human sciences.

‘History takes its time…’: anti-racist temporalities and historical memory cultures in France, c. 1980–1998

ABSTRACT Historical memory cultures have played a crucial role in French anti-racist activism. Anti-racist movements such as the Ligue internationale contre le racisme et l’antisémitisme (LICRA) and the Mouvement contre le racisme et pour l’amitié entre les peuples (MRAP) invoked historical memories of interwar antisemitism, the Holocaust and colonial violence in their fight against racism in the 1980s and 1990s. The content and meaning of these memory cultures underpinned late twentieth-century anti-racism, furnishing activism with a profoundly didactic dimension which explicitly connected the racisms of the past to the racisms of the present. Anti-racist print media – from the LICRA’s monthly newspaper, Le Droit de Vivre, and the MRAP’s publications, Droit et Liberté and Différences – provided important discursive spaces within which these diverse historical memory cultures could be identified, articulated and contested. This in turn created a space for the construction of anti-racist temporalities. The legacies of past antisemitism and Islamophobia ensured that the anti-racist activism of the LICRA and MRAP, in different ways, possessed an intensely temporal dimension. This article considers how anti-racist historical memory cultures were articulated in print media in response to events such as the rue Copernic bombing of October 1980 and the Rostock-Lichtenhagen riots of August 1992. Furthermore, the article will explore how divergent Holocaust and colonial memory cultures began to encounter each other on a more frequent basis in the pages of anti-racist publications during the mid-1990s, reflecting national developments in the memorialization of the Holocaust and (albeit to a lesser extent) France’s colonial past. The relationship between time and anti-racist activism was an intimate one and historical memory played a key mediating role in anti-racist responses to contemporary racism. By focusing primarily on the print media of the LICRA and the MRAP, this article demonstrates how both organizations and key figures such as Jean Pierre-Bloch and Mouloud Aounit viewed contemporary racism through the lens of historical memory, thus demonstrating an intimate relationship between late twentieth-century anti-racist activism in France and historical time.

Explored Jordanian Math Teacher’s Practices, and Belief Change in implementing mobile applications in education

The aim of This study explored Jordanian math teachers’ beliefs, practices, and belief change in implementing mobile applications in education Learning mathematics is a major focus of educational institutions at all levels and technology has long been an important teaching tool in the field of mathematics. Multiple sources of qualitative data were generated including metaphors, lesson plans and interviews with 17 math teachers. Although teachers considered Implementing mobile applications in education as an effective method that benefit student learning and they demonstrated progress in changing their beliefs moving from subject to didactic dimension through Implementing mobile applications in education, their practices remained partially aligned with their perceived belief changes. This discrepancy could be attributed to several encountered challenges, including teachers’ lack of confidence, difficulty in facilitating student collaboration, structural constraints, additional workload, and the lack of school and peer support. Results suggest the need for different types of “problems” and approaches such as more direct instruction, and higher feasibility in teachers’ autonomy when Implementing mobile applications in education. Outcome of this study has a few implications. First, discrepancy between belief and practice of implementing mobile applications. identified in this study suggests that appropriate and sufficient professional development activities are needed. The MOE and schools in Jordan should further articulate policy goals and standards that facilitate student-centered approaches for teachers. System and institutional supports such as reducing teachers’ workload, providing sufficient time for students’ activities during implementing mobile applications. sessions and for teachers’ collaboration, and involving both students and teachers in defining.

Rendering English pharmacological terms into Ukrainian: Translation and didactic dimensions

The research into the dependence of translation techniques choice on the term structure in the source language on the material of rendering 603 English single-word terms and terminological collocations (related to pharmacodynamics and pharmacokinetics) into Ukrainian contributed to suggesting the following preliminary conclusions. The choice of translation techniques in rendering single-word terms depends, to a certain degree, on their structure. The share of the dictionary equivalents decreases with the increase in the term complexity, falling from 82% in the case of simple terms and prefixal derivatives to 58% concerning the suffixal, 34% – prefix-suffixal and 9% – compound lexemes. The transcoding share is minimal with prefixal and simple terms, steadily growing with suffixal, prefix-suffixal and compound lexemes. Dictionary equivalents complemented by transcoding may be enough to render simple terms, prefixal derivatives may additionally require contextual substitution or addition in the case of suffixal lexemes. The growth in the terminology complexity results in the expansion of the translation procedures ranges to four or even six techniques in rendering the prefix-suffixal terms. Adjectival, participial and verbal two-word collocations are mostly translated by calquing. The addition of a noun reduces its share, increasing the role of transformations. The correlation of translation techniques depends on the nature of the added element. If it is an adjective, the impact of calquing grows; the addition of a noun contributes to the expansion of transformations.

Educación Literaria: reconocimiento complejo y participación legítima del lector literario como actos de justicia educativa

El objetivo de este artículo es analizar la lectura literaria escolar, específicamente, el reconocimiento y la participación como categorías epistémicas y políticas que operan en los encuentros lectoliterarios en la escuela, desarrollando dos perspectivas de revisión: la experiencia lectora y la distinción de dos caminos explicativos sobre el conocimiento; uno que lo sitúa como revelación de la realidad, y otro que lo concibe como construcción de mundo en la experiencia. Metodológicamente, este trabajo corresponde a una revisión teórica que busca articular las dimensiones epistémicas, políticas y didácticas de las configuraciones posibles del reconocimiento y la participación imbricadas en distintas concepciones de la educación literaria. Para ello, desde una mirada interpretativa, se realiza una aproximación conceptual a la díada conocimiento/realidad, luego se describen aspectos de la experiencia lectora y, finalmente, se desarrolla un enfoque crítico sobre la lectura literaria en la escuela, situando la reflexión en el campo de la justicia educativa como condición para la justicia social. Entre las principales conclusiones destacan: la necesidad de complejizar el reconocimiento epistémico y político del lector literario escolar para habilitar su participación expresiva y la necesidad de situar la reflexión didáctica de la educación literaria más allá de lo metodológico

La práctica educativa bajo el lente de la teoría de la actividad

Se realizó un estudio de caso para analizar la configuración de buenas prácticas educativas en una universidad privada argentina, mediante la observación de clases y entrevistas con profesores y estudiantes. Sustentado en la Teoría dela Actividad y en el enfoque ecológico de la práctica educativa en el sistema áulico que configura una práctica educativa de calidad, estudiantes y docentes se involucran en un proceso formativo caracterizado por el intercambio sociocultural de expectativas, experiencias, actitudes y conocimientos en torno a un objeto consensuado, que es transformado mediante sus interacciones en un producto que evidencia los resultados del aprendizaje. Las mediaciones socioculturales–físicas y simbólicas– entretejen en la construcción de una comunidad con reglas y división de trabajo claramente establecidas. La horizontalidad de la retroalimentación entre estudiantes en instancias de revisión y corrección de los trabajos evidencia el aprendizaje colaborativo.

The Cooperation of the Police Academy in Szczytno with Polish Security and Public Order Formations

The Police Academy in Szczytno has a long and very variable history. Over the years, in place of existing militia schools of a military nature, new ones have been created, which were to meet the didactic needs of the then Civic Militia. Political changes from the early 1990s brought a wave of reforms in various areas of social and political life in The Republic of Poland. Serious reforms also concerned the security and public order authorities, including the newly appointed Police. A number of major changes were introduced to the level of police education, and in particular in the newly established Police Academy in Szczytno. These were not only formal changes, but ones that actually diametrically changed the profile and functioning of the academy. It was on the wave of these changes that the academy boldly started, and in the following years intensively developed, cooperation with Polish security and public order formations, to an extent that had not been done here until then. In this article, the author wishes to demonstrate, in a synthetic way, the participation of the academy in the process of improving the staff of the Polish security and public order system through intensively conducted cooperation in this field, not only in the didactic dimension, but also in scientific research