Didactic Level Research Articles

Rethinking interculturalism: student voices on promoting intercultural school development

ABSTRACT The main purpose of this paper is to offer important insights into both immigrant and native students’ experiences on interculturalism as well as identifying their inputs regarding the ways in which intercultural school development could occur. Interviews were carried out with 48 children; 24 Cypriots and 24 immigrants from 4 primary schools in Cyprus. Based on their perspectives regarding the improvement of culturally diverse schools, three thematic categories emerged from the data analysis; the structural and school organisational level; the socio-personal level; and the didactic and curricular level. Arguably, on the basis of the data analysis, sub-factors underpinning these levels were found to have implications for educational policy and practice aiming at the promotion of cultural awareness, intercultural competence, inclusion and respect in schools.

Situational judgement test as teaching method for the critical discussion on scientific practice and misconduct

Wissenschaftskompetenz ist eine Schlüsselqualifikation für jede ärztliche Tätigkeit und sollte ebenso wie die Auseinandersetzung mit Entscheidungsprozessen von Beginn an ins Medizinstudium integriert werden. Ziel der Studie war, die Themen der guten wissenschaftlichen Praxis und des wissenschaftlichen Fehlverhaltens zu vermitteln. Ferner wurde durch die methodische Intervention „Gruppendiskussion“ eine Reflexion im Kontext der wissenschaftlichen Angemessenheit herbeigeführt. Hierfür wurde der Situational Judgement Test (SJT) von den Studierenden (N = 743) (individuell und in der Gruppe) bearbeitet, und dessen Resultate wurden mit den Antworten von Expert/innen/en (N = 23) verglichen. Nach der Gruppendiskussion näherten sich die Ergebnisse in der Verteilung und Reihenfolge den Antwortmöglichkeiten der Expert/innen/en an. Jedoch tendierten die Studierenden signifikant häufiger zu jenen Antworten, die hilfesuchende, passive und verantwortungsübertragende Optionen bedeuteten. Insgesamt hat sich der SJT als didaktische Intervention bewährt. Die Studierenden setzten sich aktiv mit den Themen auseinander, eine Diskussion konnte angeregt und das eigene Verhalten kritisch reflektiert werden.

O krok dalej w przybliżeniu słowa Bożego. Poznańscy bibliści w służbie orędziu Starego i Nowego Testamentu.

On the occasion of 100 years of existence and activity of Adam Mickiewicz University in Pozna, one may sum up the contribution of the Faculty of Theology which has existed as part of the uni- versity for 20 years. This contribution has concerned the research and teaching arenas combined with a commitment for the social community of the Wielkopolska province. What is specific of the faculty is its ability to work both on the scientific and didactic levels as well as on the church level, which requires considerable knowledge and time in order to competently combine the requirements of working at university with demands of the Catholic Church managed by the Second Vatican Council. The scientific and popular scientific initiatives in the widely understood biblical studies represent a valuable contribution to the celebration of 100 years of the Pozna university. Like other scientific disciplines, they can proudly make their own contribution to the development of sci- ence in our city, as well as the entire country. One can only hope that the present generation of sci- entists will take the baton passed to them in the relay race of generations, and will make their own contribution to the science thereby honouring Pozna as an important scientific centre in Poland.

Analysis of PI Controllers with Anti-Windup Techniques on Level Systems

The actuator element saturation for a long period of time can force high overshoot peaks in the physical system, in most cases, due to the integral action. Taking this effect into consideration, this work aims to present a case study considering this situation applied on a SMAR didactic level system, where an Anti-Windup Technique (AWT) with 5 distinct classic Proportional-Integral (PI) controllers were implemented. To validate its effectiveness, the results were always presented with the comparison of the use with and without AWT controlled responses. Also, the tests were carried out through implementations in MATLAB software, where the results showed a high necessity to use AWTs in these kind of systems. As for the controller’s tuning method efficiency, the integral of squared error index proved that the Cohen-Coon and Ziegler-Nichols controllers showed better results

Geospatial Virtual/Augmented Environment: Applications for Children with Pervasive Developmental Disorders

The aim of this research is to describe applications of virtual/augmented reality (VR/AR) to the problems of children with pervasive developmental disorders (PDDs). We will try to verify whether the use of these techniques makes interventions in the case of children with PDDs (concerning their learning and communicative abilities and the state of their emotional sphere) expedient or not. This paper focuses on the use of new information and communication technologies (NICTs) in the treatment of these children and current researches. We will also observe the involvement of NICTs (such as VR/AR) in changing activities made with these tools on the didactic and methodological level. These analyzes will allow us to answer the following research problematic: How does the application of VR/AR in the case of children with PDDs contribute to the development of learning, communicative skills, and recognition and expression of the emotions?

Comparing Reflective Teaching Skills of Experienced and Inexperienced Physics Teachers at Different Reflection Levels

The main goal of this paper is to compare reflective teaching’ skills such as observation, communication, judgment, decision making, and team working between experienced and inexperienced physics teachers at different levels of reflection (technical, contextual, and didactical level). The sample of this study consists of 60 physics teachers from 31 secondary schools in Malaysia. The quantitative and qualitative methods used to investigate the experienced and inexperienced physics teachers’ reflective teaching skills are questionnaire survey, open-ended questionnaire and semi-structured interview. Results revealed that the experienced teachers were able to reflect mostly at the contextual level and inexperienced teachers reflect mostly at the technical level. Findings indicated that experienced teachers to reflect on their teaching applied reflecting teaching skills in 3 levels of reflection more than inexperienced teachers. Understanding the characteristics and differences of reflective teaching skills at different levels between experienced and inexperienced physics teachers can lead to find ways to improve these skills among physics teachers.

Implementation of the competence idea into the primary education in Ukraine – the reflective analysis based on the European Union benchmarks

The generation of the competence education idea in Ukraine based on the EU benchmarks is studied. It is underlined that the transformation of the national education into the competence base is a component of the European integration of Ukraine. The authors made conclusion that the Ukrainian education has gone from proclaiming the idea of the competence education, its conceptual justification to implementation. The research results evidence that the support of the competence idea at the level of educational policy is the most successful in Ukraine. At the same time, at the implementation level the competence idea meets a number of challenges due to the novelty of a clear correlation between strategic, didactic and methodological levels. The authors conclude that the problem of the formation of key competences, firstly of transversal or cross-curricular ones, remains underdeveloped; the aspects of crosscurricular links and integration of the education content requires further development; the level of assessing younger students in competencies is even more underdeveloped. On the other hand, the authors generalise that common globalization challenges, powerful integration processes in Europe, Europeanization affecting the European countries outside the EU borders contribute greatly to the synchronization of the education in Ukraine with EU standards.

MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS

In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development. Keywords: co-assessment, didactic models, multivocal didactic modelling, preschool education, Swedish preschools, teaching arrangements.

Структурно-иерархическая дидактическая модель электронного обучения

This article describes the original Structural-Hierarchical Didactic (SHD) model of e-learning. The model is based on a four-level methodological knowledge base. The first level includes a set of electronic educational encyclopedias in various fields of knowledge. The second level includes e-learning courses. The model supports the structuring of e-learning course on didactic components (vertical structuring) and levels of detail (horizontal structuring). The third level includes a set of syllabuses. The fourth level includes a set of a federal state educational standard of higher education (FSES HE). A distinctive feature of the SHD model is the division of educational objects into didactic components. This will allow, firstly, to automatically verify the didactic completeness of the electronic training course. Secondly, to include parts of one course in another without losing the didactic structure. Thirdly, to select a separate didactic layer from the electronic training course and, based on it, automatically generate specialized training materials: lecture notes, task collections, exam tests, etc. The basic operations of the SHD model are described, based on which analysis algorithms are proposed syllabuses and e-learning courses. In conclusion, a brief summary of the results and directions for further research is given.

Training and educating interpreter and translator trainers as practitioners-researchers-teachers

ABSTRACTWith a focus on the synergies between practice and research, and the way they can inform each other in the education and training of future interpreters and translators, this article discusses pedagogical approaches in T&I education and makes training-of-trainers recommendations to be followed when choosing T&I teachers in courses that match the needs of today’s markets and the new realities of contemporary higher education. Aiming to cross the divide between practitioners and researchers and between T&I training and education, the article proposes that higher education institutions promote the presence of both the vocational and the academic in the classroom by recognising the status of practitioner-researchers and valuing the experiential. To fulfil their pedagogical duties and roles, any practitioner, academic, or practisearcher involved in a T&I course should undertake teacher training and acquire the teaching expertise necessary to properly guide and advise future T&I professionals. Higher education institutions should ensure that their T&I trainers and educators acquire the didactic knowledge, at both micro and macro levels, needed to guide trainees along solid pedagogical lines.

Attitudes of Teachers towards Principal’s Evaluations and Its Effects on Their Teaching Performances

This research is a pioneer research, which examined the attitudes and feelings of teachers to the evaluation process they go through by their principals, and the effect that the principals’ evaluation of the teachers’ work has on their function and performances on both the pedagogic and didactic levels. Two hundred and seventy three Arab and Jewish teachers, who teach at different schools, have participated in the research. A structured questionnaire has been used in the current research. Based on the literature review, seven hypotheses that produced the following findings have been formulated: the Jewish teachers express and report more positive standpoints toward the evaluation of the principals than Arab teachers. They also report that the principal conducts more evaluation processes than Arab teachers, moreover, they report that their managers make more use of the evaluation tools than Arab teachers. It was also found that the managers’ evaluation of teachers by conducting and implementing evaluation processes, improves the function and performances of the teachers on both pedagogic and didactic levels, the effect on the function of the Jewish teachers is higher than the function of the Arab teachers. Positive standpoints of teachers toward their managers’ evaluation of them, effect the teacher’s function and performances on both the pedagogic and didactic levels, regardless of nationality.

Intensification in Higher Education Linguodidactics

The article is devoted to the description of the experience of intensifying the process of teaching Russian as a foreign language at the high school level. Methods and techniques are considered that can significantly improve the learning efficiency of foreign speakers at the initial stage. The most effective forms of auditor and non-audit work are described; the degree of their reproducibility is indicated. Didactic requirements for the implementation of the proposed formats of activity were noted. Illustrating the proposed forms of work is accompanied by comments on the communicative-cognitive specificity of their application in the first-year students' classroom. The work noted the effectiveness of various traditional and non-traditional exercises that increase the didactic level of the efforts of the student and teacher. The use of such tasks is argued by their adequacy in the specific training situation, the greatest correspondence to the expected results, the best reproducibility. A wide range of noted means is conditioned by the requirements of diversity for the realized models of training. The direction of the research "from practice to theory" in all cases is based on the provisions available in the linguistic guideline and is intended to strengthen them with practical experience, in some cases extraordinary.

PRZEFORMUŁOWANIE JAKO NARZĘDZIE BADAWCZE W AKWIZYCJI JĘZYKA I GLOTTODYDAKTYCE

The subject of this article is the use of reformulation, the instrument of language acquisition research, in studies on language teaching and learning. Incorporating reformulation into the methodological repertoire of language education research requires a clear definition of differences in the subject-matter and in objectives of research between the two disciplines, in order to clearly capture the potential and limitations of this tool. This article will consider the innovative potential of reformulation at both the research level and the didactic level, at various stages of development of communicative competencies in a foreign language.

Kryminałki dla najmłodszych. O nurcie polskiej literatury kryminalnej adresowanej do dziecięco-młodzieżowego czytelnika po roku 1989. Rekonesans

Crime stories for the youngest. About the current of Polish crime novels addressed to children and teenagers after 1989: ReconnaissanceLiterature intended for children and teenagers has got a specific character because of the specificity of the reader. What attracts our attention is first of all the didactic level of texts addressed to young concerning both age and literary knowledge readers and the instrumentalism, understood as a flow of particular information which aim is exerting a pedagogical influence. Therefore, the criminal intrigue is not in the centre of reader’s attention. It does, however, play an important role as the fiction mode, which enables genealogical instantiation of a particular text. This property draws the crime story for children and teenagers near to the novel of manner which is addressed to the juvenile reader; in this novel, the central theme point remains the closest setting of a protagonist, who is modelled on the assumed reader and his or her relationship with surroundings. The criminal thread is then fulfilling a function of a background which allows boosting the plot of the novel. However, reading texts for children and teenagers can be treated as an introduction to adult-oriented novels, especially when the reader has an opportunity to solve the mystery together with protagonists and outrun them in uncloaking the killer.

7. Advocating the Poetics of Sound in the Cycle Les Nuits d´Été by Hector Berlioz

Abstract By consulting monographies, musicological studies, specialty articles about the personality of romantic musician Hector Berlioz and implicitly linked to the relevance of his significant opera, one discovers researchers’ constant preoccupation for historical, stylistic, analytical, hermeneutical comments upon aspects related to established scores (the Fantastic, Harold in Italy symphonies, dramatic legend The Damnation of Faust, dramatic symphony Romeo and Juliet, the Requiem, etc.). Out of his compositions, it is remarkable that the cycle Les nuits d´été was rarely approached from a musicological point of view, despite the fact that it is an important opus, which inaugurates the genre of the orchestral lied at the end of the 19th century and the beginning of last century. In this study, we set out to compose as complete as possible an image of this work, both from an analytic-stylistic point of view by stressing the text-sound correspondences and, above all, from the perspective of its reception at a didactic level, by promoting the score in the framework of listening sessions commented upon as part of the discipline of the history of music. In what follows, I shall argue that the cycle of orchestral lieder Les nuits d´été by Hector Berlioz represents a work of equal importance to established opera.

The curriculum

The complexity of socio cultural contexts and, consequently, of the school requires an explicit planning that can offer the didactical action a rhizomatic and generative vision.In such direction the models of curriculum of the last century, often characterized by a linear logic, lost much of their efficacy and cannot have an impact any longer with the complexity of reality and of the group class.Reflecting on the curriculum means catching the characterizing elements of the current contexts at the pedagogical and didactical level and reflecting on the elements of continuity and discontinuity from the past that could facilitate the change from linear models to recursive models.  The present article is organized into two parts: in the first there is a comparison between the present and the past, while in the second there is a review of the main contributions that from the Seventies of the last century have provided the basis to define the role and the structure of the curriculum.The article "the curriculum, the macro design and the micro design, and the curriculum transposition, present in the same issue, is the logic continuation of the present contribution.

Primum non nocere… Uwagi na temat uwarunkowań edukacji filozoficznej/moralnej

Głównym tematem artykułu jest sprawa celów, treści i sposobów realizacji edukacji filozoficzne/moralnej. Autor opiera się na dwu założeniach: 1) kształtowanie filozoficznej i moralnej refleksji jest jednym z najważniejszych wskaźników dojrzałej osobowości; 2) szkoła nie może uchylać się od podejmowania zadań wychowawczych. Realizacja tego rodzaju edukacji może jednak w praktyce powodować trudności, a nawet niebezpieczeństwa dla prawidłowego rozwoju osobowości młodego człowieka. Występują one na poziomie ideologicznym (tu spowodowane są przez skutki kryzysu cywilizacji zachodniej: kwestia prawdy, sceptycyzm) lub dydaktycznym (zbyt trudne i zbyt abstrakcyjne tematy oraz terminologia niedostosowana do młodych ludzi). Propozycja „filozofii szkolnej” (etyki), zdaniem autora, powinna opierać się na następujących założeniach: 1) filozofia (etyka) winna być przedstawiana jako bezinteresowne poznanie i działanie skierowane ku prawdzie i dobru; 2) młodzi ludzie powinni mieć świadomość, że proponuje się im wprowadzenie do filozofii (propedeutykę), a „prawdziwa filozofia” jest ciągle przed nimi; 3) edukacja powinna opierać się w większym stopniu na doświadczeniu niż na wiedzy abstrakcyjnej; 4) należy umacniać przekonanie, że wszelka wiedza powinna być sprawdzalna (weryfikowalna). Ostatnią rozważaną kwestią jest sprawa zaangażowania nauczyciela.

Pour une correction phonétique personnalisée en FLE ou de la remédiation « sur mesure » «

Herein we would like to rise up a concern of the error correction of pronunciation in French as a Foreign Language. The results of the experimental acoustic analysis (concerning the values of acoustic vowel formants F1 and F2) enabled to precisely specify the difficulties of the experiment’s participants in a field of French vocal system. In relation to the differences of vocal systems of French and Polish language we suggest custom solutions on a didactic level. Based on verbo-tonal method for phonetic integration the error correction activities had been individually elaborated for each participant.

The use of video in educational research and teacher training in the digital classroom

Abstract The introduction of new technologies, video in particular, in educational and pedagogical research has not only changed how research is conducted in the educational field but has also brought about significant changes in teacher training. The advent of digitalisation, along with the miniaturisation of both video cameras and storage media, has led to a dramatic increase in the use of video, particularly in terms of video production. This has led to the introduction of new teaching practices and new training initiatives derived from the analysis of these practices. The use of video, at an educational and didactic level on the one hand, and as an instrument for field observation on the other, offers a variety of benefits, along with some critical issues. One of the advantages is the capacity to allow for an analytical vision of complex actions, which may be reviewed at different times, by a variety of interlocutors. The aim of this study is to present a reflection based on research conducted in nine digital classes, focussing on the use of video as both an instrument for recording, collecting and analysing data, as well as a training tool in the didactic practice of teachers.

The Function of the Two Title Prints of the Series of Bible Prints of RomeynS de Hooghe

The Reformation brought about an iconoclastic movement as a result of which cult images in the churches were removed and destroyed. Studying the Bible and preaching the word of God were the ways in which the new protestant faith was proclaimed. Nevertheless images, notably prints, continued to play a role throughout Europe, though exclusively at a didactic level. In the Netherlands, unlike the rest of Europe – mainly under the influence of prominent theologians of those days such as Gisbertus Voetius (1589–1676) – there were at first many objections to the use of visual arts. This changed in the course of time. At the beginning of the eighteenth century, a flourishing period arose for Dutch Bible illustrations. The famous Dutch printmaker Romeyn de Hooghe produced two series of the Bible prints, one devoted to the Old and one to the New Testament. These two series of prints were each preceded by title prints. These title prints and the explanatory texts accompanying them reveal a great deal about the use of prints in studying the Bible.