Didactic Planning Research Articles

The Collaborative Development of an Online Planning Tool for Teachers in Norway: Study Protocol for DigUp

Instructional planning is acknowledged as an important factor influencing the quality of classroom teaching. DigUp is a Research and Innovation in the Public Sector project which has received funding from the Research Council of Norway. Using a design-based research methodology, the objectives of DigUp are to design, trial, optimise and disseminate an online, didactic planning tool for teachers and to investigate how teachers use and experience the digital planning tool. The innovation part of the project has been developed in a close collaboration between researchers and practitioners in primary and lower secondary school. It applies perspectives from backward design, inquiry-based learning and disciplinary literacy. A combination of quantitative and qualitative data has been collected, providing the empirical basis for a research-based online tool that supports teachers in their planning. This protocol paper presents the background, design process and future research plan for the project.

Effectiveness of cooperative learning as a method to improvefluency in english communication

It was analyzed the effectiveness of cooperative learning by applying the "Think-Pair- Share" strategy, for the verbal fluency in English in the eighth-grade students of Pedro Fermín Cevallos School located in the Manta city, Ecuador. The methodology that was carried out had a quantitative, descriptive, non-experimental and field approach. The data collection technique was an observation rubric for group work and a Student´s fluency rubric, which were applied to the 54 students within the target population. The results indicate that 40.74% of the students work favorably in pairs, considering this cooperative learning technique useful for learning since everyone contributes significantly to the group. On the other hand, regarding verbal fluency, 38.89% of students are on the "Needs to improve" scale, meaning that this ability is still being developed among the target population. To respond to the data found, a didactic plan is proposed to promote learning through collaborative work.

The MTSK and TSD: didactic planning as a proposal for the learning of rational numbers in fifth grade primary school pupils

This research shows how, based on an analysis proposal based on the MTSK (Mathematics Teacher Specialized Knowledge) (Carrillo, Montes, Contreras, & Climent, 2017), related to the use of the TSD didactic device (Theory of the didactic situations), it was possible to favor the learning of the content of rational numbers, specifically from the part-whole relationship sub construct and the understanding of the same in students of the 5th grade of a primary school. The results show a greater mastery of the content in question and with it, the students' learning advanced towards different levels of complexity through the established representations and relationships.

Citizen training at the university: a documentary analysis of the university didactic planning

Citizen education seeks to prepare individuals for democratic life. One of the main topics that is necessary to address in citizen education is the concern for the shaping of identity or individual subjectivity, which implies cultural and historical transactions. In this study, it was analyzed how Citizen Education was handled by a university through the documentary review of the curricular activity programs of four undergraduate programs. The analysis reveals that the didactic sequence of the purposes linked to citizenship is neglected, since there is a weak or null link between purposes-methodology and evaluation in the planning.

Teaching innovation factors: analysis from three Iberoamerican countries

ABSTRACT The main aim of this research is to describe and understand the main elements comprising the teaching innovation in teachers. For this purpose, a mixed research design was used, combining the survey method with case studies in three Iberoamerican countries (Spain, Brazil and Portugal) with teachers of pre-school, primary and secondary education. The results yielded adequate values of reliability (ωSpain = .86; ωBrazil = .82; ωPortugal = .87) and validity for the Teaching Innovation Factors Questionnaire, which is composed of three factors that explain approximately 55% of the variance: institutional participation, psycho-pedagogical openness, and didactic planning. Statistical differences were also found in each of these variables depending on the country (F = 306.22; sig. = .00). These same dimensions were also revealed in the case study. In conclusion, institutional participation, psycho-pedagogical openness and didactic planning are factors of teaching innovation for teachers present in Spain, Brazil and Portugal, although with differences.

Explanatory variables of educational innovation: A model based on personality traits

Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour. Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire. Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance. Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.

Propuesta de modelo de planeación didáctica para la enseñanza de la química a partir del CDC.

This research aims to understand and interpret the conceptual development of didactic content knowledge (CDC) and its importance in didactic planning and the use of scientific thinking skills in teaching chemistry. The main objective is to design a didactic planning model based on CDC for chemistry teachers that facilitates the teaching of scientific thinking skills. It highlights the importance of understanding and reflecting on the CDC of teachers to strengthen the teaching process, especially scientific literacy. To develop this research, the multiple case study was used with three public school teachers in Bogotá. As the same way, The Nvivo 11 software was used for the management of qualitative data. which results indicate that teachers have strengths in the content and articulation of psychopedagogical and contextual knowledge, but they have weaknesses in the expression and management of epistemological and historical aspects of chemical concepts. The importance of scientific thinking skills was identified as an emerging category that mobilizes other skills in the planning and teaching process. Based on the above, it is concluded that teaching chemistry is not limited to presenting content, but rather it is the CDC, an integrating element, capable of mainstreaming the process that is carried out during the exercises of transposition and scientific literacy in the classroom. However, the identification of the CDC categories is delegitimized when they are not integrated or reflected, therefore, it is their use and identification that leads to the design of the classes and didactic creations that manage to transcend those that teachers and students live every day and that will finally achieve the change in the customs of science teaching.

Pedagogical Mediation in the English Phonemic Awareness Class in First through Third Grades of Costa Rican Public Education

According to the Ministry of Public Education’s (MEP) English teaching syllabus for elementary school (first cycle grades 1 to 3 and second cycle grades 4 to 6), the pedagogical approach that is prevalent to achieve the national goal is the Action-Oriented Approach. In concordance to MEP’s theoretical support, it is through the phonemic awareness development that English teachers must introduce the reading and writing skills. This study took place in two Educational Regions: San José Central and San José Norte. The researchers analyzed the effectiveness of the methodology used by first through third grade (First Cycle) English teachers and designed three workshops to enhance their pedagogical mediation of phonemic awareness. The main finding was a gap between the approach stated in the new English program in terms of the phonological awareness and the development of best practices in the didactic plan, «Task Cycle», to scaffold young learners’ process of reading and writing.

Inclusion of transmissible higher capabilities of sustainability in the didactic planning of higher education

The lack of knowledge about the application of Transmissible Higher Capabilities of Sustainability (THCS) in Higher Education in the Centro Universitario de Ciencias Económico Administrativas (CUCEA), a university in western Mexico, thus, it leads us to investigate whether teachers incorporate them as a first attempt in their didactic planning and then enforce them in the teaching-learning process (TLP). The objective was to analyze the THCS and its levels of consideration in the teacher’s didactic planning at the above-mentioned university center. An assessment rubric was applied with a four-point Likert-type scale, composed of 18 items. 276 teacher projects were analyzed. To appraise the significance of the THCS, ANOVA was used, and multiple comparison tests were performed. The outcomes of the comparisons of the averages showed that the highest scores were for Digital Skills, Communication Skills and Teamwork, while the lowest were for Critical Thinking, Problem Solving and Creativity. The results of the ANOVAs reported that the THCS levels have a significant impact on the average of the items in each capacity.

La Commedia tra testo e immagine: breve viaggio nella letteratura dantesca a fumetti

Dante Alighieri's Divine Comedy is rich in visual and imaginative suggestions, capable of intertwining in total harmony with words and triplets in alternating rhyme, giving life to a unique and fascinating work. Over the centuries, the “divine poem” has inspired generations of authors and artists, who have re-proposed Dante's journey into the afterlife through different languages ​​and expressive codes, first of all representative art. Above all, the visual and artistic translations of Dante’s work have influenced many writers and cartoonists who, starting from lithographs and ancient tables - think of the Divine Comedy illustrated by Gustave Doré in the second half of the nineteenth century - have developed their own transposition of the poem, in the wake of innovation and experimentation.
 In fact, the tradition of Dante in comics has its roots in the early twentieth century and knows an extraordinary development throughout the century both in Italy and abroad. From Disney’s Mickey’s Inferno to Marcello Toninelli’s Divine Comedy, from Go Nagai’s monumental manga work to Hunt Emerson’s Dante’s Inferno, Dante's triplets capture the attention of comic book fans all over the world, presenting themselves not only as an interesting reading for pleasure, but also as an effective didactic-pedagogical tool for students. In fact, the comic is not only synonymous with entertainment, but also a means capable of adapting the complex content of the Divine Comedy to an audience of primary school pupils, from which it is possible to start a profitable didactic planning, which sees protagonists and “cartoonists” the children themselves.

Исторические таблицы В.А. Жуковского

This paper explores the little-studied works of V.A. Zhukovsky, namely, his tables for teaching history. Zhukovsky first learned the didactic genre of history tables back in 1810, when, during his self-learning, he relied on the research conducted by D.J. Hubler and Christian von Schlözer. Schlözer’s historical and geographical maps integrated with synchronistic tables, and metho­dological ideas of his father August Ludwig von Schlözer, became a model for Zhukovsky that steered him in his didactics study. The peak of Zhukovsky's teaching was the period of his service at the court. At that time, he developed a special teaching system using tables with special mnemonic signs. Zhukovsky failed to complete his system and tried to return to it just before his death, when he was busy with the Initial Training Course for his children. In this textbook, the signs created by Zhukovsky were used not only to link the event with the date, but also to encrypt the narrative text. Deciphering it back into the narrative by students was the core of Zhukovsky's didactic plan.

Characterization of didactic planning regarding interdisciplinarity in the initial training of teachers of Natural and Mathematical Sciences

This study discusses the challenges faced by teachers in initial training in the area of Natural Sciences and Mathematics, in the task of developing interdisciplinary planning. The methodology used was a document analysis of the didactic plans. The objective was to identify the levels of interdisciplinarity achieved in the didactic plans developed by the groups. To classify the plans of the six participating groups, three levels of classification were used regarding interdisciplinarity: level 1, juxtaposition, level 2, integration and level 3, overcoming barriers. The analysis of the results indicates that of the six groups, one group is closer to level 1, three are at level 2, and two groups are close to level 3. The study reinforces the need for greater inclusion of interdisciplinary approaches in initial training courses, so that future teachers can implement them in their professional performance, expanding their didactic-pedagogical repertoire in Basic Education.

Digital Media in Adult and Continuing Education in Germany

Digital media are important elements in the didactic planning and design of provisions and programmes in adult and continuing education. Based on questionnaire and interview data from organizations and umbrella organizations active in adult and continuing education in Germany, the article examines how adult educators use digital media and what reasons they give for using them. The article distinguishes between types of digital media, digital tools, and didactically structured digital media offerings. The analysis shows that educators use digital media in settings combining micro- and macrodidactics. Overall, didactic considerations are shifting more to the macrodidactic planning level, emphasizing the role of organizations and umbrella organizations. This is accompanied by changing demands on cooperation between planning staff and instructors. Moreover, the roles of staff expand and diversify with the use of digital media.

Recommended approaches for French grammar teaching to high school students in the State of Mexico

Grammatical knowledge guarantees successful and pertinent communication in any language. A diagnosis was carried out on thirty high school students, in the State of Mexico, for three years. It consisted of two parts; the teaching practice and the learning obtained by the students, to identify what are the methodologies used in the teaching of French as a foreign language and grammar, what are the recommended approaches, how and when to use them, and what complementary strategies guarantee learning. It was found that, before the diagnosis, the students perceived the French classes with difficulty and without dynamism, and preferred to develop their communication, social, and reading skills, over others such as grammar. The approaches that are recommended for teaching French grammar in high school are Communicative and the Notional-Functional, at the same time using a diary or log book and the weekly and annual didactic planning of the classes. It is recommended to teach grammar gradually, using the context of the students, relying on the similarities of the second language with their native language, and without deep explanations in the first years, but more specifically in the subsequent ones. Carry out a diagnosis before the selection of work material, use a diary book, and do didactic planning of classes, in the teaching of French grammar, facilitate teaching performance and guarantee the effective learning of high school students.

FEATURES OF SPATIAL AND SYNTAX ANALYSIS OF MUSEUM AND CULTURAL COMPLEXES

The article is devoted to the study of spatial planning structures of museum and cultural complexes based on spatial and configurational analysis. The author proposes a re-search methodology based on the methods of spatial analysis and syntax. Features of the spatial analysis of interiors on the examples of museum and cultural complexes are considered. It was found that all of them at the present stage have a tendency to form or deepen the degree of integration: the enfilade, didactic model (British Museum) is supplemented by an integrated core, turning into a more democratic one; multiaxial, lattice models form such centers at the intersection of axes, centric models deepen the social aspects of the integrated core.
 The exposition of museums of history and nature is usually placed perimeterally and sequentially (in accordance with a certain historical period), has a linear configuration that does not provide for bridges of meetings, except for the entrance hall. Instead, the interior space of museums of modern art is mostly integral, democratic, integrated, provides one or more meeting places; exhibition rooms and the lobby are connected by a system of stairs and transitions, sometimes on different levels, forming a complete system of internal space.
 A spatial analysis of the configurations of Alvar Aalto's libraries showed that they, as a rule, contain a central integrated core, which turns them into public centers to this day. At the same time, it was determined that the majority of museums in Kyiv have a historical complex, didactic planning model that needs updating from the point of view of improving the experience of visitors and greater democratization of the movement.

NEW INFLUENCES AND HIGHLIGHTS IN INSTRUCTIONAL DESIGN

The theory of instructional design has progressively developed, marking the transition from a traditional prescriptive, normative meaning to a modern one, based on various approaches that are opposed to unique recipes and rigid specifications. The knowledge technology which is strictly applied, the rigorous control of the learning stages are no longer the center of attention today, but the way and level of involvement in building knowledge, collaborating through the use of the new information technologies. Technology shapes the way we teach, learn, evaluate, as well as the way we plan and design these activities. As technology does not make teaching better or worse, simpler or more complex, but entirely changes it, teachers are sometimes confused in choosing an adequate instructional planning. During the process of identifying the new tendencies in the field of didactic planning, we focused on the instructional design models that encourage teachers to be creative. We started from some of the explanatory models of technology-based instruction and, in the second part of the study, we designed a didactic activity. The design method is based on the Learning Designer tool, developed by a team led by D. Laurillard. This is a tool that supports the design process, whether learning is mixed or fully online. The tool is web-based and allows designing and sharing learning experiences, supporting the integration of technology in the instructional process.

Inquiry-based Science Teaching through Constructionism: a path towards scientific literacy

Inspired by the concept of bricolage brought by Seymour Papert to education, this work articulated a theoretical and methodological set composed by Constructionism, Inquiry-based Science Teaching and Augmented Reality, aiming to achieve Scientific Literacy indicators. This articulation was concretized in a biology didactic planning, experienced in the second year of high school in a public school. The search for scientific literacy indicators was carried out by means of Textual Discourse Analysis. The results show that the theoretical-methodological set led the students to construct several indicators proposed in the literature of the area. We conclude that constructionist approaches via inquiry teaching are a viable path to scientific literacy and suggest that bricolage should be a strategy encouraged in basic education teacher training or improvement courses.

Service Learning and LifeComp framework: analysis of experiences in distance education

Abstract In the context of the COVID-19 emergency, the closure of Italian schools from March 2020 has imposed the full use of distance learning, as well as a general rethinking of time, space and teaching/learning methodologies. In this study, we will introduce the outcomes of an analysis carried out on the planning of Service Learning (SL) activities that took place during the professional training course called ‘All’Avanguardia per l’innovazione’. The course, which was designed before the pandemic, has been redesigned during the health emergency and required teachers to write a project work on didactic planning in SL. From the perspective of distance learning, didactic planning has integrated the ‘virtual’ component and become E-Service Learning or Virtual-Service Learning. This planning has been analysed in relation to the LifeComp framework because it fosters the development of the competences that are necessary to manage the complexity of the current scenario, it perfectly integrates with the identifying elements of SL and includes some indicators of the DigComp framework that aims at the development of student, teacher and school digital skills that are necessary to manage distance learning. The first outcomes of the analysis highlight how didactic planning covers the development of the different competences promoted by the LifeComp framework.

PROPUESTA DE MODELO DE PLANEACIÓN DIDÁCTICA PARA LA ENSEÑANZA DE LA QUÍMICA A PARTIR DEL CDC

This research aims to understand and interpret the conceptual development of didactic content knowledge (CDC) and its importance in didactic planning and the use of scientific thinking skills in teaching chemistry. The main objective is to design a didactic planning model based on CDC for chemistry teachers that facilitates the teaching of scientific thinking skills. It highlights the importance of understanding and reflecting on the CDC of teachers to strengthen the teaching process, especially scientific literacy. The research was carried out through a multiple case study with three public school teachers in the Suba locality in Bogotá. The Nvivo 11 software was used for the management of qualitative data. The results indicate that teachers have strengths in the content and articulation of psychopedagogical and contextual knowledge, but they have weaknesses in the expression and management of epistemological and historical aspects of chemical concepts. The importance of scientific thinking skills was identified as an emerging category that mobilizes other skills in the planning and teaching process. Based on the above, it is concluded that teaching chemistry is not limited to presenting content, but rather it is the CDC of teachers that mediates the process of transposition and scientific literacy. The presence of CDC categories loses relevance when there is no integration, reflection, and training in them. The recognition and use of these categories are a path to the formulation of didactic creations that integrate science with the realities of teachers and students, which will achieve a change in the habits of teaching science.

A Framework to Assist in Didactic Planning at Undergraduate Level

In the teaching-learning process under the competency-based educational model, the instructor is a facilitator and seeks to generate a flexible and adaptable environment for student learning. One of the first tasks of the facilitator is the structuring of didactic planning. Didactic planning includes strategies for teaching and learning, evidence gathering, and choice of evaluation instruments. In this paper, we propose a framework based on natural language processing techniques with the support of an ontology grounded in the experience of instructors and university level course plans in the information systems area. We employ Bloom’s taxonomy in the ontology design, producing an ascending structure for didactic planning, which allows the student to learn gradually. The developed framework can analyze the key elements that a didactic plan must contain and identify inter-related areas. Evaluation results with Cohen’s kappa coefficient between expert judgement and our framework show that is possible to assist instructors in structuring their didactic planning. Out of the nine processes analyzed with the framework, an almost perfect kappa level was achieved in five processes, a substantial level in three processes, and a moderate level for one process.