Didactic Objectives Research Articles

ADDRESSING INTERDISCIPLINARY OF MUSIC

Didactic strategies combine all the elements of the educational process, being a way of combining and chronologically organizing the set of methods and means chosen to achieve certain didactic objectives. This way,, the didactic strategy is expressed in organic units of methods, procedures, educational means and ways of organizing/achieving the learning process, i.e. head-on, in groups and individually [Potolea, D. The teacher and the strategies of learning management. Bucharest: Academy Publishing House, 1989, p. 146]. From the given perspective, we would like to mention that the didactic strategy unifies, integrates and brings together learning tasks with learning situations, creating a complex and logical system structured by means, methods, materials and other educational resources aimed at achieving certain objectives, which constitute a extremely necessary aspect in any pedagogical action, which finds its central place in the educational process. This is due to the fact that the design and organization of a lesson takes place in close connection with the strategic decision of the teaching staff and, therefore, it is designed as a complex didactic scenario, in which the actors of the educational act - of teaching-learning are involved, the conditions in which it is carried out, the objectives and the proposed methods. This way, the strategy determines the most appropriate, logical and efficient methodical itinerary for approaching a concrete teaching-learning situation, avoiding some errors, risks and unwanted events that may appear in the activity of the teaching staff.

The sex-map as didactic object: Ontonorms in Swedish sex education

This study explores the ‘sex-map’, a didactic object developed in Sweden. The analysis focuses on teacher guidelines and an animated movie for classroom use and how the sex-map becomes a method for emphasizing students as actors in defining sexuality. Building on Mol’s notion of ontonorms, the emphasis is on ways in which the ontology of young sexuality is associated with arguments about what is ‘good’ in and for sex education. The sex-map incorporates ideal students’ experiences, discoveries, and positive feelings. Via students, a critique is mounted against one-path sexuality, underscoring the importance of ‘good’ non-hierarchical sexuality as exemplary sex education.

Architectural technology: Education objectives

Architecture requires many aspects to be considered – during research, concept development, detailing, construction and even postoccupancy. Not many architects nowadays see to all the aspects mentioned as it is easier and sometimes better to collaborate with architects specialised in each area. However, knowledge about each aspect (and most of all understanding the importance of each in the whole building process) is essential in order to corroborate information and thus assure the quality of the final product – the building in use. An important question arises in an architecture educational environment: which aspects must be considered as core elements to be taught? We wish to set didactic objectives of architectural technology and follow specific pedagogical methods that underline its specific role in an academic environment, but also its role of reaffirming, refining and enriching the design. Beyond its obvious constructive role, architectural technology can be regarded as a tool along the various phases of design, including post-occupancy. Its approach as such throughout the years of study has an undeniable effect upon its understanding and further application in practice. Also, how architectural technology is taught and guided can contribute to the achievement of general competences and abilities linked to the general didactic objectives of a school of architecture.

Imágenes de una exhibición encapsulada en el tiempo. Taxidermia en el Museo del Seminario San Rafael de Valparaíso (MSV).

The San Rafael´s Seminary at Valparaíso owns one of the most complete collections found in a school museum in Chile. Its varied collection, which emphasizes Natural History—includes biological, fossil, mineral specimens, and scientific instruments— where the taxidermy stand out. The collection, in exhibition since 1881 is the second oldest exhibition in the country with more than 650 mounted specimens. The exotic specimens came mostly from the Commercial House Émile Deyrolle in Paris, which sells didactic objects of Natural History to this day from all over the world. The following research has as an objective to show through photography the most ancient taxidermy in the San Rafael Seminary Museum (MSV). In this study, a comparative analysis of images along with all available historical documents has been assessed. In this regard, photography has played an essential role allowing to identify and characterize specimens as well as tracking down the origin of these collections.

Gusts of revulsion: Édouard Verreaux's imperial tableaux at the Exposition Universelle of 1867

AbstractUnlike the vast majority of large‐scale showpieces exhibited at nineteenth‐century universal exhibitions, Édouard Verreaux's taxidermy group, Lion Attacking a Dromedary, has defied the odds and has survived well past its initial public display in the Tunisian section of the 1867 Exposition Universelle in Paris. In the context of its original ethnographic display in a space dedicated to the promotion of French colonialism, Verreaux's ambitious taxidermy tableau would have been understood as a representation of authentic life in Tunisia. This illusion of authenticity issued from the object's expert mimicking of the period's artistic conventions for depicting the relationship between people and animals in North Africa by artists such as Horace Vernet, Eugène Delacroix, Antoine‐Louis Barye, and others. Instead of paint or plaster, Verreaux's composition took the form of an uncanny assemblage of body parts taken from a camel, two lions, and an anonymous human: in so doing, Verreaux used the tragic material of living beings to create a literal interpretation of the aesthetic tropes of French orientalism; with this world's fair showpiece, he thus violently bridged the theoretical and material divide between art and life. In this essay, I take these conjunctions between the “real” and the imaginary as a point of departure for discussing the feigned credulity of Lion Attacking a Dromedary. I contend that Verreaux's Lion Attacking a Dromedary should be considered as an imperial tableau, that is, as a didactic object that participated in training nineteenth‐century viewers to be what the historian Ariella Azoulay has called “imperial citizens” by drawing equivalences between nature and culture, and between representation and reality.

Producing Staged Videos for Teacher Education: Development and Content Validation of Video Scripts on the Topic of Handling Classroom Disruptions

Video-based teacher training has become an important component of teacher education. A special form of instructional videos is scripted videos, also known as staged videos. They can be used to accomplish several didactic objectives and visualise problematic situations, such as severe classroom disruptions caused by specific behavioural motives, which are very difficult to videotape in a real classroom. However, reservations exist due to limited authenticity, and thus content validity of staged videos. This paper describes the process of a theory-led script development as the key role for authentic and valid scripts. Therefore, we refine four crucial criteria, relevant, engaging, challenging, and realistic, for staged videos dealing with classroom disruptions. We show the content–validation process with reference to the applied theory-led criteria. A key output of this study is a manual for the development of scripted videos which will be perceived as authentic, and which reach the intended cognitive demands. An expert validation and two evaluative studies with data from 274 and 70 preservice teachers confirm the success of the final products.

Организационно-методические особенности выбора модели смешанного обучения РКИ

At the moment the educational paradigm is undergoing significant changes, the issues related to the introduction of online technologies, optimization of the distance learning process are becoming more relevant. Even though all participants in the educational process are given a huge number of modern forms, techniques, technologies to solve methodological and educational problems, the most demanded is blended learning. In this regard, the issue of the methodology of formation of communicative competence of students in the format of blended learning RLI as the main trajectory in the construction of the learning process is relevant. Moreover, it is not always clear which model of blended learning should be used for effective teaching Russian as a foreign language in accordance with specific conditions and didactic objectives. For this reason, the aim of this article is to develop a checklist that will help teachers choose the appropriate model of blended learning in Russian as a foreign language.

AI Curriculum for European High Schools: An Embedded Intelligence Approach

AbstractThis paper presents a proposal of specific curriculum in Artificial Intelligence (AI) for high school students, which has been organized as a two-year subject. The curriculum was designed based on two premises. The first one is that, although the proposal is targeted to scientific programmes, the involved students and teachers do not have any previous knowledge about AI. Accordingly, the teaching units have been designed with the aim of supporting teachers in a new discipline for them and, in addition, providing an introductory level to students. The main didactical objective is to establish the fundamentals of AI from a practical perspective, learning technical concepts by using them to solve specific problems. The approach that has been followed in the teaching units is focused on developing embedded intelligence solutions, that is, programming real-world devices which interact with real environments. To this end, and to address a second fundamental premise of low investment capability at schools, it has been decided to use Smartphones as the central technological element to implement such embedded intelligence at classes. This curriculum has been developed within the Erasmus + project entitled "AI + : Developing an Artificial Intelligence Curriculum adapted to European High School". The project was carried out by a team of AI experts and high school teachers who created the teaching units, and a group of students that tested them for three years, providing feedback to make the curriculum feasible for its introduction in schools in the short-term. The main results obtained from its implementation within the project scope are presented and discussed here, with the aim of contributing to the AIEd community progress by means of a practical pilot experience. Although the curriculum has been designed and tested at European level, it has been created with a general perspective of AI education, so it can be applied worldwide.

Teksta loma svešvalodu apguvē

Nowadays language learning does not mean only philological and grammar studies, but more and more emphasis is being placed on communication and acquisition of vocabulary and grammar in use by studying them in context. Common European Framework of Reference for Languages (CEFR) that is a reference for all language teachers in Europe emphasizes the actual need of plurilingual, communicative and creative approach in language teaching. Based on CEFR new Educational Standard in Latvia, including foreign language teaching, has been introduced and enters into force since September 2020. Both documents stress the importance of text use and literacy training in language studies. Several authors admit that contemporary literary texts such as flash fiction as well as song lyrics, advertisements and other texts can enrich the language learning and serve as a basis for mutual discussions, philosophical reflections as well as creative oral and written expression in the language classroom. The present article seeks to answer the following questions: - What does the text mean in the context of foreign languages studies? - What kind of text is suitable for promoting foreign language learning? - Which language specific elements can be taught by the use of texts? - What are the advantages of using literary text in foreign languages studies? The article aims to clarify the importance of the use of text, particularly literary text, in the process of foreign language acquisition, by analyzing actual regulations and linguistic publications on the subject. The article reviews such terms as text and literacy that are the clue words in the big ideas introduced by a new Latvian Educational Standard. Both, the Standard and CEFR highlight the importance of the text use and give precise indications as to how the language learner should work with oral and written text in each of the language proficiency levels. Different types of texts should be used in the learning process, from short dialogues, advertising texts to literary texts, but before any text is selected. It should not be forgotten its relevance to the specific target group of language learners, nor the didactic objectives of its use, which should be the most comprehensive and advanced understanding of the text. Using a complete text structure is more welcome instead of dividing shortening and adapting texts and losing the whole purpose of them. Authentic texts form a language learner’s understanding of the target language user’s culture, its society, philosophical thoughts, promotes the learner’s comprehensive learning, creativity and critical thinking, and is a motivating material not only for learning the language but also for practical communication in today’s European multilingual environment language learner and user lives, both, in business and leisure environment.

Imaginaciones didácticas: la literatura para niños y jóvenes en el Profesorado de Letras (UNMdP)

In this article we will share a series of experiences developed in two subjects del Literature Professorship at the National University of Mar del Plata (Argentina), Seminar on Teaching Mother Language and Literature and Special Didactics and Teaching Practice. In the teaching teams that we integrate, it is a constant concern to incorporate children’s and youth literature because it does not have a specific subject in the Curriculum. The proposal’s didactic objective is that the teachers in training can read a variety of genres (album books, novels for young people, poetry for children, among others) and know the main critical theoretical problems that arise from the research. These educational experiences were carried out during 2020 within the framework of Preventive and Compulsory Social Isolation and, therefore, the teaching team had to make decisions to adapt the contents to the new context of distance learning. The modality of the classes had an alternation between synchronous and asynchronous classes that required greater organization and work with various didactic crafts that were simple to use and, at the same time, attractive. Some of the audiovisual materials used were microsites on the Genial.ly website, documents for collaborative use, different types of videos, digital boards in Padlet format, tag clouds, etc. We will describe how we were building the different didactic imaginations and how they were received by the teachers in training.

Artificial Neural Networks Applied to Colorimetric Nanosensors: An Undergraduate Experience Tailorable from Gold Nanoparticles Synthesis to Optical Spectroscopy and Machine Learning

Nowadays, technologies involving nanoparticles, colloids, sensors, and artificial intelligence are widespread in society, media, and industry. It is thus mandatory to integrate them into the curricula of students enrolled in chemistry and materials science. To this purpose, we designed a simple assay for the detection of glutathione (GSH) using surface-clean gold nanoparticles (Au NPs). The alteration of the electric double layer of the Au NPs with increasing GSH concentration causes the particles to aggregate, producing a measurable change in color. This behavior, which is widely exploited for optical sensing, has been introduced in an undergraduate course to familiarize the students with the concepts of nanoparticles, colloids, colloidal stability, and sensor features (selectivity, sensitivity, detection range). Nonetheless, there are no analytical models to quantitatively relate the absorption of Au NP colorimetric sensors to analyte concentration, which is the ideal condition for resorting to machine learning (ML). Hence, an artificial neural network was instructed in a students’ collective data-sharing experiment about machine learning. Overall, the laboratory experience is safe and highly tailorable to students’ background, course duration, available instruments, and teacher’s didactic objectives. For instance, it can be lifted to the Master’s or Ph.D. level by improving the spectroscopic and ML contents or shifted toward the industrial ground by focusing on the nanoparticle synthesis. We propose the integration of this laboratory experience in the undergraduate and Master’s academic programs to stimulate the students with a collection of hot topics that at the same time can consolidate their preparation on arguments of great relevance for their professional life.

Pelvic Pain in Reproductive Age: US Findings.

Pelvic pain in reproductive age often represents a diagnostic challenge due to the variety of potential causes characterized by overlapping clinical symptoms, including gynecological and other disorders (e.g., entero-colic or urological). It is also necessary to determine if there is a possibility of pregnancy to rule out any related complications, such as ectopic pregnancy. Although ultrasound (US), computed tomography (CT), and magnetic resonance imaging (MRI) are strongly integrated, the choice of which is the ideal diagnostic tool should be guided both by clinical suspicion (gynecological vs. non-gynecological cause) and by the risk ratio–benefit (ionizing radiation and instrumental costs), too. The didactic objective proposed by this review consists in the diagnosis of the cause and differential of pelvic pain in reproductive age by describing and critically analyzing the US diagnostic clues of the most frequent adnexal, uterine, and vascular causes.

THE OPPORTUNITIES OF MOBILE TECHNOLOGIES IN THE PRACTICE OF TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article deals with the problem of forming a linguistic personality of foreign medical students. The article highlights the problem of forming the language personality of a foreign medical education seeker in the context of changes in the world and domestic educational systems. The authors analyze the relevance and appropriateness of using mobile technologies in Ukrainian language classes as a foreign language, taking into account the modern development of society, organizational and technological foundations of studying the subject «Ukrainian as a Foreign Language». Considering the trend of transition of users from the operation of desktop personal computers to more mobile portable devices (tablets, smartphones) and based on the problems of organizing the educational process, the assumption of the effectiveness and relevance of mobile technology in teaching Ukrainian as a foreign language. Based on the analysis of the existing definitions of the term "mobile learning" the interpretation was offered, in which mobile devices are the means to achieve didactic objectives. The potential of the use of mobile technologies in education is analysed, as well as the factors that complicate their applications by teachers are given. The domestic experience of using mobile devices for educational purposes is considered. The authors argue that there are many opportunities to transfer information materials to the learner. Options for using mobile learning in Ukrainian as a foreign language classes are shown. The article proposes the use of smartphones when performing practical tasks; target platforms in the study of topics; independent language acquisition; when repeating the material in extracurricular time. The advantages of using mobile devices as convenient tools for accessing cloud services to organize joint activities of students are considered.

PRZEDYSKUTUJMY TO NA FORUM – CZYLI O ZDALNYM ROZWIJANIU WYBRANYCH ELEMENTÓW KOMPETENCJI TRANSLACYJNEJ

The article presents findings of the research into the use of discussion forums in remote learning. This tool was used in a series of academic classes aimed at developing selected elements of translation competence. The paper begins with a discussion of the notion of translation competence and its components, followed by a presentation of didactic objectives formulated for the presented series of classes with full-time teaching in mind, the level of knowledge and skills of the course participants, the degree of realization of the didactic objectives in remote teaching, and conclusions.

Ganz, Melissa J. Public Vows: Fictions of Marriage in the English Enlightenment.

Ganz, Melissa J. <i>Public Vows: Fictions of Marriage in the English Enlightenment</i>.

Prerequisites for Creating Textbooks for Auxiliary Schools: Correctional Psychopedagogy for Children with Intellectual Disabilities

The history of the use of school textbooks as a special teaching tool dates back more than two centuries. Throughout its existence, the textbook has played a significant role in teaching students. It records the amount of knowledge, skills and abilities to be acquired in the learning process. The textbook is a special didactic object, which is both a carrier of the content of education, forms of recording its various elements and a project of the educational process. It implements the substantive and procedural aspects of learning in their organic unity, because the content of education and the learning process are closely interrelated, without each other impossible. One of the important areas of research in the history of pedagogy is the study of the history of school textbooks, a phenomenon that has come a long way in history, and at the present stage is an important tool for learning. The didactic functions of the school textbook are determined: informational, consolidation and control, systematization, self-education, integrating, coordinating, reference, developmental and educational. It is established that foreign and domestic correctional pedagogy has accumulated some experience in the practical creation of textbooks for the auxiliary school. Most of all in Ukraine it concerns textbooks on native language and reading. It was found that the formation and development of textbooks for children with intellectual disabilities in Ukraine were not the subject of a comprehensive analysis that would overcome the fragmentary historical and pedagogical knowledge to understand the historical experience gained in Ukraine and help identify the most progressive ideas and provide useful material for use by authors of textbooks in modern conditions.

Strategie dydaktyki kognitywistycznej: hyper-konstruktywizm i neo-realizm. Podstawy teoretyczne

While the term “cognitivistic pedagogy” appeared already in Polish literature, “cognitivistic didactics” is addressed mainly by foreign authors. We define principles and methods of innovative didactics based on constructivistic and cognitivistic theories. The two main paradigms of such didactics consist in constructing the knowledge (and competences) of pupils (listeners, students) in an interactive narration and in using real didactic objects, preferably pulled out of a pocket. We call these concepts hyper-constructivism and neo-realism.

Uso de textos de divulgação científica na educação em saúde

Este trabalho teve como objetivo analisar, em publicações da área de ensino de ciências, características relativas ao uso de texto de divulgação científica (TDC) para educação em saúde em atividades didáticas aplicadas no contexto escolar. O levantamento foi realizado nas seguintes fontes: artigos de revistas da área de Ensino de Ciências; trabalhos do Encontro Nacional de Pesquisa em Educação em Ciências; trabalhos do Encontro Nacional de Ensino de Biologia. A caracterização geral das atividades reportadas nos trabalhos evidenciaram que a maioria foi aplicada na disciplina Ciências ou Biologia. As temáticas de saúde mais abordadas nas atividades foram aquelas relacionadas à genética, seguida de nutrição e dengue. Os tipos de TDC utilizados foram predominantemente revistas de divulgação científica. Aprender novos conceitos científicos e estabelecer relações entre o conteúdo abordado e seu cotidiano foram os objetivos didáticos mais citados nas atividades. Dentre as várias estratégias adotadas, observou-se a predominância da leitura coletiva e discussão em sala. As contribuições didáticas mais observadas nas propostas foram o aumento da participação e interesse as aulas, e capacidade de articular conteúdos científicos com o cotidiano.

Topical directions of didactics development in the XXI century

The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didactics of higher education.

Digital Didactic Objectives of Primary, Secondary, and Higher Education Curricula in the 21st Century Executable with a Single-board Computer

AbstractThis paper deals with the didactic objectives and content from the latest curricula of the different types of schools (schools, colleges, universities) in the D-A-CH regions. The aim of this paper is to provide an overview of the didactic goals of current and future curricula for primary, secondary, and high school, which are feasible with a single board computer. For this purpose, the curricula are analysed according to digital terms and methods of information technology with a qualitative deductive meta-analysis and assigned to different categories. The results are presented in different diagrams for evaluation, from which the results can be interpreted. The results include a list of digital didactic goals, structured according to school type, competencies, and feasibility, which can be implemented with a single-board computer. All in all, it was found that an inexpensive single-board computer is quite sufficient for the acquisition and implementation of the digital goals and skills to be taught in the curricula. Furthermore, it was found out how the changes in the curricula have established themselves in the different regions with a time lag and which competencies are taught at the individual school levels. The paper concludes with a recommendation for further studies.