Didactic Implementation Research Articles

Uso da etimologia no ensino e aprendizagem de conceitos biológicos e taxonômicos da fauna nativa chilena

Objective. Evaluate the impact of a didactic sequence, incorporating the use of the etymology of biological taxonomic concepts in the acquisition of knowledge about the Chilean native fauna. Methodology. To carry this out, the brief conceptualization technique (one-minute paper), the metacognitive self-assessment scale instrument known as the Knowledge and Prior Study Inventory (KPSI), a knowledge test, as well as an open question test were applied to 42 third year high-school students, before and after implementing the sequence remotely. Results. From the analysis of the results, a lexical diversity value (TTR) of 0.398 and 0.421 was obtained before and after the intervention, respectively. On the other hand, significant differences (p < 0.001) in the students´ level of knowledge were detected before (8.5 points) and after (11.4 points) the didactic implementation. This suggests that the use of the etymology of biological taxonomic concepts contributed to the students’ increase in vocabulary and level of knowledge about the Chilean native fauna by incorporating the characteristics of these animals into their cognitive repertoire, promoting the development of scientific skills such as deep understanding of concepts and deduction, in addition to encouraging interest and motivation in the conservation of this fauna and its environment. Conclusion. It can be concluded that it is advisable to incorporate etymology systematically in the teaching of different biological subjects at high-school level, since it contributes to increasing the scientific literacy of secondary students.

Coeducation in physical education in Switzerland – A national inventory of the legal basis and its implementation

Introduction In Switzerland, sporting activity among girls and young women has increased in recent years. In comparison, however, boys and young men continue to show a higher level of sporting activity at every age level and in all language regions (Lamprecht et al., 2021). As physical education (PE) lessons are an important socialisation factor for extracurricular sports activities, the question arises as to how PE is taught in Switzerland to do justice to the genders. To date, there has been little scientific research in Switzerland into which cantons implement coeducational PE and which legal or regulatory bases they rely on. Due to this research gap, this contribution will analyse which cantons implement coeducational PE and to what extent these can be linked to the legal bases or language-regional curricula. Methods With the help of a document analysis of the current legal and regulatory bases as well as the three language-regional curricula a national inventory of the existing guidelines is conducted. Furthermore, a qualitative survey of all cantonal school offices analyses the current situation regarding coeducational PE lessons in compulsory education in Switzerland. Results The results indicate that there are level-specific, cantonal, and language-regional differences. Language cultural differences are particularly evident at lower secondary school level, since in the German-speaking cantons PE lessons are mostly mono-educational and in the French and Italian-speaking cantons they are usually coeducational (Hayoz, under review). Discussion In the German-speaking cantons, especially for lower secondary level, the organisational recommendations given in these curricula are used by the municipalities and schools to make and legitimise their decisions. This recommendation can be critically reflected upon and discussed regarding the holistic educational goals of compulsory schooling, as the aim is to provide competence-orientated PE lessons and to promote interdisciplinary skills. According to Alfermann (1992), it must be questioned why precisely this differentiation feature – and no other heterogeneity feature – is used to divide the existing classes. Although performance is a constitutive characteristic for schools and for sport in general, performance is merely one “pedagogical perspective” among many for PE lessons (Frohn, 2019). Conclusion In order to analyse the specific didactic implementation of mono- and coeducational teaching in PE and to better understand the language-cultural differences, further national studies would be necessary at both local as well as school level.

Active didactics in the learning processes of high school students

The study focused on evaluating the implementation of active teaching methodologies in the learning process of high school students, with an emphasis on strengthening cognitive skills and self-awareness. The results revealed that the majority of teachers apply these strategies in their classes, which supports the initial hypothesis. However, areas for improvement were identified in teacher training and the effective application of these methodologies, especially in terms of pedagogical support and the application of metacognitive strategies. Based on these findings, the creation of a methodological guide is proposed to support teachers in the correct implementation of active didactics. This guide would include specific strategies to activate cognitive processes in students, design activities that promote student leadership, and encourage the development of critical thinking and the application of learning. Additionally, the strengthening of pedagogical support for students and promoting of learning cycles to improve class methodology are suggested

Kognitive Aktivierung im Sportunterricht: ein Scoping Review zur Umsetzung methodisch-didaktischer Merkmale und zugrundeliegender konzeptioneller Grundannahmen

ZusammenfassungIn der empirischen Bildungsforschung gilt kognitive Aktivierung als bedeutsame Dimension von Unterrichtsqualität, die fachspezifisch konkretisiert werden muss. Die Idee, dass sich Schüler*innen vertieft mental mit dem Lerngegenstand auseinandersetzen, findet sich für das Fach Sport auch in anderen Ansätzen wieder (z. B. Aufgabenkultur, cognitive engagement). Aufgrund unterschiedlicher konzeptioneller Ansätze stehen empirische Befunde zu konkreten Umsetzungsmerkmalen eines kognitiv aktivierenden Sportunterrichts bislang relativ isoliert und unverbunden nebeneinander. Der Beitrag fragt, welche didaktischen Merkmale sich zur Umsetzung kognitiver Aktivierung im Sportunterricht in empirischen Studien finden und auf welchen konzeptionellen Grundannahmen diese empirischen Studien basieren. In einem Scoping Review kamen deutsch- wie englischsprachige Suchbegriffe, die die aus der Unterrichtsforschung stammende Idee der kognitiven Aktivierung abbilden (z. B. Reflexion, engagement), in unterschiedlichen Datenbanken (z. B. Scopus, ERIC) zum Einsatz. Die Suche ergab 4798 Treffer, von denen 52 Studien in die Analyse einbezogen wurden. Basierend auf fünf konzeptionellen Zielkategorien eines kognitiv aktivierenden Sportunterrichts (z. B. gesundheitsbezogenes Wissen, Spielverständnis und -fähigkeit) wurden neun didaktische Merkmale zur Umsetzung eines kognitiv aktivierenden Sportunterrichts identifiziert (z. B. offene Problemstellungen, Reflexion des sportlichen Handelns). Bei der sportunterrichtlichen Umsetzung dieser Merkmale hatten Sportlehrkräfte mitunter Schwierigkeiten (z. B. bei der Gestaltung von Reflexionsphasen). Weiterer Forschungsbedarf besteht u. a. hinsichtlich der Wirksamkeit eines kognitiv aktivierenden Sportunterrichts.

Music as a Tool for Promoting Environmental Awareness. Experiences of Undergraduate Education Students on the Production of Video Tales in the COVID-19 Pandemic

This paper elaborates on the didactic implementation of musical theater with undergraduate education students. Students had to select, prepare, justify, design, elaborate, rehearse, stage, and record an educational tale that targets ecological and environmental values in its main plot or storyline. Due to the COVID-19 pandemic, the implementation of this didactic proposal went online, and the interactions between students took place through video calls. This study surveyed a sample of 86 participants (n = 86) from a population of 116 students (N = 116) from the Faculty of Education of Albacete (UCLM) to investigate the advantages and disadvantages of carrying out this activity in an online format. The main challenges exposed the complexity of coordinating a team in a completely online format, problems related to physical isolation, and the limited access to a high-quality internet connection. The reported benefits included the development of digital competences, the interactions through social media, and creative thinking. Most students viewed this activity as didactically innovative and 98.84% agreed that musical tales and musical theater can be useful for promoting environmental awareness.

Konzeption und Evaluation eines vorklinischen medizinischen Wahlpflichtfaches „Sicherheitskultur in der Medizin: Jeder Fehler zählt!“

IntroductionThe World Health Organization has called for more importance to be attached to the subject of patient safety in medical studies. However, teaching staff are unsure when the right time is to include this topic in existing medical school curricula. The aim of this article is to present the learning objectives, design and evaluation of a two-day elective on patient safety offered in the preclinical phase of medical studies at the Faculty of Medicine, University of Frankfurt am Main. To the best of our knowledge, no existing elective on safety culture has been provided at such an early stage of medical studies in Germany. MethodsAfter defining learning objectives and teaching methods, the safety culture elective was offered in the winter term 2019/20. Based on a questionnaire, a quantitative and qualitative evaluation of the students’ acceptance of the elective was carried out. We also sought to investigate whether group role-play was considered an effective means of communicating the teaching content. Acceptance and rejection of the elective were evaluated on a six-point Likert scale. ResultsThe resulting elective, consisting of topical input via film, an introductory speech, role-play and discussions, is presented. Nineteen students in the preclinical phase of their medical studies took part. Overall, the quantitative and qualitative evaluation delivered positive results (1.2±0.5), and the topic was perceived to very important. The students considered the didactic implementation and the learning objectives to be very good, and they became acquainted with different sources of error. DiscussionThe preclinical elective would appear to be suitable for demonstrating the importance of medical safety to medical students and teaching them how to deal with the topic constructively. It can be viewed as a best-practice example for the development of comparable learning formats at medical faculties. ConclusionThe results show that the preclinical phase is a suitable time to illustrate the importance of the subject of patient safety during medical studies.

Aglaya Play: Designing a software solution for group compositions in the music classroom

This article details the design for Aglaya Play, a proposed software system that aims to meet three basic needs in the music classroom: the incorporation of creative processes, the adoption of collaborative-cooperative strategies and the reduction of reading–writing- and theory-based learning in the early stages of music education. The text contextualizes the needs that the software intends to meet and describes its phases of construction from a design-based research perspective. Finally, a full description of the system is offered based on its functions, and suggestions for its didactic implementation are provided.

Radiation Oncology Resident Didactic Variability: A National Program Director Survey

An informal needs assessment and lack of a national standardized curriculum has suggested that there is tremendous variability in radiation oncology resident didactics throughout the United States. The goal of this study was to evaluate the current educational landscape for radiation oncology resident didactics throughout the United States, in order to identify knowledge gaps and areas for improvement. All 91 radiation oncology program directors in the U.S. were sent an IRB approved, anonymous, 14 question survey by email in May of 2019, regarding the current implementation of resident didactics. Prior to dissemination, this survey underwent content validation by seven medical education experts, and was piloted with nine radiation oncology physician volunteer participants with subsequent cognitive interviews. 24/91 (26%) of program directors responded. The average number of residents per program was 10, faculty was 16, and hours per week spent on didactics was 6. The most common teachers during resident didactics were residents and faculty, and no fellows participated in teaching in any program. The average time a faculty member was present during didactics was 79%, with some programs having a faculty member present only 20% of the time. All but one program director (96%) stated that resident didactic time is protected from clinical responsibilities; however, 8/24 (33%) stated that residents are sometimes or often interrupted during didactic time by clinical responsibilities. Programs use a variety of teaching styles; all programs reported using lecture-based teaching, with a majority also using quizzing (67%), and only a minority using simulation (38%) and flipped classroom (17%) techniques. Other than PowerPoint, the most common electronic resource utilized was quizzing/polling (used in 16 programs), webinar (used in 8 programs), and econtour.org (used in 3 programs). There was wide variability in didactic topics, with no two programs providing an identical curriculum. Free response areas for improvement included: desire for increased faculty involvement, sharing of resources nationally across programs, and inclusion of novel topics such as: ethics, finance, practice participation, quality, contouring, simulations, grant writing, interviewing, and research/educational scholarship. The lack of a national, standardized, radiation oncology residency didactic curriculum leads to variability in its implementation and opportunities for improvement such as resource sharing, content updating, incorporation of novel evidence-based-teaching techniques, encouragement of faculty participation, and protected time for residents.

The Implementation of Communication Didactics for OB/GYN Residents on the Disclosure of Adverse Perioperative Events

Communication skills are key components of the patient-physician relationship, yet are not routinely taught during residency. Institutional data demonstrates 75% of residents regularly encounter difficult communication scenarios. This study's objective is to develop and pilot a communications didactic/skills training program for Obstetrics & Gynecology (OB/GYN) residents focused on the disclosure of adverse perioperative events. This was an observational, prospective cohort pilot study. OB/GYN residents completed a 4-hour interactive curriculum using VitalTalk methodology, certified facilitators, and simulated patients in 2019. Participants completed self-assessments of their skill levels at 3 time points: prior to training, immediately post-training, 3-month post-training. Wilcoxon signed rank tests were used to evaluate change in skill levels. University-based program in North Carolina. Participants included all OB/GYN residents from postgraduate years 1-4. Out of 31 residents, 27 participated in the training, 24 completed the immediately post-training survey, and 23 completed the 3-month post-training survey. At baseline, most residents rated their global skill level in communication as novice (37.0%) or advanced beginner (33.3%). Immediately following the intervention, 41.7% of residents ranked their global skill as "competent" and 20.8% as "proficient." These changes were statistically significant (p < 0.001). Notable improvements were seen across multiple variables, including the handling of emotional reactions (p = 0.046). No significant changes were noted between the immediately post-training and 3-month time points, suggesting skill retention. Majority of trainees (78.3%) felt that refresher courses would be useful for skill maintenance. A simulation-based formalized communication curriculum is effective for improving OB/GYN resident competence and skill levels in the disclosure of adverse perioperative events. Specific to adverse surgical complications, this curriculum appears feasible for implementation by other training programs. Further work is needed to identify the most beneficial timing and modality of these workshops.

Different Didactical Approaches Using a Remote Lab: Identification of Impact Factors

Conducting laboratory experiments is of vital importance in science and engineering education, independently the level of education. Nowadays, teachers have different ways of allowing students to develop these competences other than hands-on labs, such as simulations and remote labs. This study is focused on the combined use of the three resources, carried out by 51 teachers, in 25 different courses. In total, 39 didactical implementations in the electric and electronics area were performed in several Higher Educational Institutions and Secondary Schools, in Argentina and Brazil. This occurred during 2016 and 2017 academic years, under the scope of the VISIR+ project and VISIR was the implemented remote lab and reached 1569 students. Teachers' perception about student acceptance and performance with VISIR as well as teachers' satisfaction with VISIR, were cross analysed with course characteristics as well as didactical implementation design factors and several interesting correlations stood out: Teachers extra care in designing VISIR tasks accordingly to the learning outcomes/ competences they want their students to develop revealed as a crucial factor; Teacher experience with VISIR plays an important role in students' satisfaction with the tool; Teacher introduction and support to VISIR along the semester is also an important factor.

El papel del lenguaje en la construcción de explicaciones en la clase de ciencias en contextos bilingües a través del enfoque CLIL

This paper covers the issue with respect to elaborating explanations about natural phenomena in the Science class in bilingual contexts (Spanish (L1) – English (L2)), in which the role of the language is analysed from two perspectives: communicative and explanatory. To do so, this article focuses on the categorisation of cognitive-linguistic abilities exhibited by the students throughout the implementation of the designed unit, as well as analysing the expressions used by them from the communicative perspective; this analysis is born from the upcoming and growing concern of bilingualism implementation in Colombia and Latin America. The methodology used follows an interpretative-qualitative analysis with an inductive analysis approach, analysing the collected information during the didactic implementation in recordings, products developed by students and class diaries from a sample of 25 and 19 students belonging to two private secondary schools located in Cajicá and Bogotá, Colombia. The document presents the reflections arisen from the analysis categories built to assess the collected information: socio-linguistic abilities, communication of ideas in both L1 and L2, the conceptual, social, epistemological and didactic aspects of knowledge. It was found a close link between the L2 proficiency and the depth of the explanations elaborated by the students, enabling the more competent students in L2 to communicate better using the scientific language and getting to more complex explanations. Moreover, the implementation re-dimensioned the content perspective applied by some teachers when using the CLIL approach, placing bilingualism in the Science classes in a dimension distant from transmitting information, being a medium that fosters communicative and explanatory processes by nurturing different cognitive-linguistic abilities.

A Design-Based Research Approach for introducing Algorithmics and Programming to Bavarian Primary Schools

Computer Science (CS) is increasingly entering the early levels of childhood education, like primary school or even kindergarten. Although Germany has not yet developed mandatory guidelines for how to deal with these new topics, Bavaria seems to consider extending the field of computer science education to the primary sector in the long term. It is therefore becoming more and more necessary to gain insight into which teaching methods and content would be suitable for students at primary level. To investigate the characteristics of effective programming courses for primary schools, we developed a three-day introductory course following the design-based research approach. This article will set focus on both the theoretical foundation resulting from this specific research approach and the didactic implementation of the theoretical framework.

The Impact of Attending and Participating in Translation Conferences on Translation Education: A Quantitative Study

This piece of research was specifically carried out in the field of translation pedagogy. It aims to measure the impact of attending and participating in translation conferences on translation education as perceived by a random sample of thirty-three translation instructors working at several universities in different countries. To this end, quantitative research method was employed in the study to yield answers to a couple of research questions. On this, the instructors were reached online to participate in responding to a researcher-made questionnaire of 18 - closed items. An SPSS analysis (version 24) was used to interpret the data elicited from the aforementioned research instrument. Having the data processed, the findings revealed that attending and participating in translation conferences is to be considered a major source for university translation programs to develop the implementation of translation didactics and pedagogies. Moreover, positive attitudes were developed in the study towards the practicality of integrating what could be seen innovative of translation conferences proceedings into translation education at the tertiary level. In the light of the study's findings, the researcher presents a number of pedagogical implications that would be taken into consideration to overhaul the existing university translation programs. Finally, a glance at some practical ideas is made for future research to explore new horizons in translation education in various teaching contexts.

Impact of a remote lab on teaching practices and student learning

Remote Laboratories have become part of current teaching and learning, particularly in engineering. Their potential to aid students beyond their hands-on lab classes has been a matter of discussion in literature. Teachers and researchers are aware that the thorough analysis of both strengths and shortcomings of remote labs in didactical implementations may not only lead to the improvement of these resources but also of the pedagogical implications in engineering classes. The present study was carried out in a Higher Education Institution in Brazil in two different courses during three consecutive semesters where a remote lab (VISIR) addressing electric and electronic topics was implemented, yielding 471 students' academic results and opinions. These students' results (while using VISIR) cross-analysed with the course characteristics, reveal some factors teachers may tackle to foster student learning and motivation. The conclusions point to the need for VISIR interface modernization and showed it is more useful in basic courses than in more advanced ones, when dealing with classic lab experiments. Results also show that teachers' involvement plus their ability to brief students on VISIR's usefulness have a significant influence not only on students' performance but also on their perception of learning and satisfaction with the tool. In the analysed cases, the students with more learning needs seemed to be the ones who could benefit more from VISIR.

ЕКСПЕРИМЕНТАЛЬНА ПЕРЕВІРКА ДИДАКТИЧНОГО ЗАБЕЗПЕЧЕННЯ ПРОФЕСІЙНО-ПРАКТИЧНОЇ ПІДГОТОВКИ

The article presents the generalized results of verification of the didactic implementation of vocational and practical training of the personality-motivational, procedural-activity, productively-evaluative criteria. Studies on the procedural-activity criterion at the preparation stage are evaluated by reflecting in the teaching materials the issues that cause the difficulties during the preparation of diploma papers for graduates of vocational and technical educational institutions. The research on the procedural-activity criterion at the implementation stage is evaluated by the effectiveness of the impact of didactic materials on the process of carrying out the creative work by the graduates (an example of creative work, instruction, methodical instructions, an electronic template for carrying out the creative work). The research on the productively-evaluative criterion is evaluated by the influence of creative work on the formation of the professional qualities of future specialists (enhancement of training motivation, creative self-realization, growth of self-esteem, the formation of a new view on the future profession, development of creative abilities, growth of the material grounds of an educational institution). At the final stage of creative work by interviewing students, pedagogical workers and experts, the effectiveness of the complex of didactic materials in general is determined.The measurement of indicators shows a positive dynamics of the effectiveness of didactic support at the stages of preparation, fulfillment and evaluation of creative work. The effectiveness of didactic support at the stage of preparation of creative works increases significantly (from 25% at the beginning of the experiment to 39.37% after the experiment). The significant dynamics (increased by 9.37%) is the effectiveness of the didactic support at the stage of evaluation of creative works.The results of the experiment gives the possibility to record the positive dynamics of assessments of pupils, pedagogical workers and experts during the preparation, implementation and evaluation of creative work, which testifies to the effectiveness and positive impact of the proposed didactic support.

Utilización de tablets en Educación Infantil: Un estudio de caso / Use of the tablets in Early Childhood Education: A case study

Abstract: The technologies in classroom are value added in learning. However, the introduction of new technologies in classrooms is not enough to educate in the stage of preschool, but it’s necessary start with the pedagogical argument that justifies their didactic implementation in the context where they learn, unlearn, relearn the preschool children. This project which has been done in CEIP Maruja Mallo, and we present in this article that the teachers believe in the methodological change, and the paradigm should start in the early ages, where the use of active methodologies becomes visible. The purpose of this research, it is good use of different technological resources in preschool children, for example Interactive whiteboard and tablet. This purpose will help improve general and basic competences (Mathematics, Language …) also in the use of transversal competences (Communication, social interaction, equal education, co-responsibility with others, affectivity ...) these will favor the integral development of their personality, and will enable them for lifelong learning throughout their lives

Intercultural Competence in Legal German Teaching: A Didactical Implementation

On the basis of a qualitative needs analysis conducted among Finnish jurists, cultural competence was found to be one of the most important skills required in legal occupations. This finding raises the question of how to teach ‘cultural competence’ to law students. In this study, culture is principally conceived of as a way of life and how we construct meanings from the world surrounding us. Intercultural competence is, in the context of this study, constituted through cultural knowledge, which in turn enables us to understand other cultures. This article discusses the didactical implementation of cultural competence in legal German courses at the law faculty of the University of Turku. The didactical approach presented sees culture in relation to legal texts, as juridical work is always text-based and because texts contain cultural phenomena, which are relevant to understanding legal contents. In this study, legal texts are dealt with from a hermeneutic-constructive perspective to interpret systematically their cultural content. Correspondingly, an ethnological-hermeneutic interpretation model forms the core of the theory-conducted interpretations of cultural phenomena. Hence, intercultural competence is acquired through those interpretations.After a few introductory remarks, the article briefly presents a needs analysis, and then proceeds to the theoretical framework of the interpretation model, followed by a case study and its didactic realisation.

Learning from complementary ways of developing experimental competences

Engineering education has solid needs of experimental competences development. Nowadays theses competences can be developed not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles.The main objective of this thesis project is to better understand the effects on the students’ learning outcomes in different contexts, when subject to similar design approaches using an enquiry-based teaching and learning methodology based on simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this goal, several insights must be taken into consideration, including the teachers’ mediation in each case and the didactical implementations adaptations, but also external factors, such as socio-cultural and/or political factors.

IMPLEMENTATION OF “ACTIVITY THEORY” IN THE FRAMEWORK OF DIFFERENTIATED TEACHING: A CASE STUDY

In the present paper the exploitation of an alternative teaching capability, that of ?The activity theory? which can be implemented during differentiated teaching is examined. More specifically, differentiated teaching aims at students? activation, their substantial participation during teaching in order to better acquire knowledge. To this end, the experience of each student is considered significant thus each one of them approaches knowledge in different ways through cognitive knowledge and socio- emotional change. From this perspective, the aim of this paper is to present the effectiveness of practical implementation of ?Activity Theory? in the framework of Differentiated Teaching as a tool to change basic meanings of the learning environment. In order to investigate qualitatively the didactic implementation of ?Activity Theory? during differentiated instruction in the educational process, we present a case study in the sixth grade of a Greek elementary school. We used the experimental method of research and the research results emerged by a structured questionnaire for the cognitive level, the participation and cooperation demonstrated by the students during the instructional scenario. The results were compared with those emerged at the same class in a different object of teaching-learning in which the students had not received the implementation of ?Activity Theory? during differentiated instruction. The main conclusion showed that the practical implementation of ?Activity Theory? in the framework of Differentiated Teaching maximized the students? academic achievements and highlighted the potential of using the combination of alternative teaching methods as a mean for students? activation and substantial participation during teaching.

Simultaneous Usage of Methods for the Development of Experimental Competences

This work reports a didactical implementation addressing the development of students' competences on DC circuits. Teacher' approach focus on the use of simultaneous teaching/learning/assessment resources and methods in order to improve students' abilities of adapting and dealing with available tools to solve real practical problems. The impact this didactical implementation was measure in terms of students' perception, usage and learning results. The results indicate that students clearly benefit from the use of virtual resources, in developing their skills, including the associated calculus, although the majority of students do not immediately understand it. This design represents a long-term vision, and, with some adjustments, some identified in this work, this course may become more effective in improving students' learning.