Didactic Process Research Articles

Paradygmat krytyczno-emancypacyjny w dydaktyce. Perspektywa filozoficzna

The critical-emancipatory approach to the didactic processes is sometimes mentioned as one of the great paradigms of education. Admittedly, it is not a particularly popular approach in pedagogical practice, but it is still alive, at least in the discussions of experts in didactics, and for this reason it is worth returning to it in our reflections on educational reality. This short study is an attempt at such a return to the critical-emancipatory paradigm in didactic considerations and he topic will be taken up here from the perspective of the very core of this paradigm, i.e. the philosophical concepts that lay at its basis. This requires reference to the thoughts of the proponents of the so-called Critical Theory, which originated in the Frankfurt School in the interwar period. This paper will present a general reconstruction of them, precisely so that the current didactic discourse does not lose sight of what lies at stake when it comes to critical didactics. Aspects of the critical-emancipatory paradigm will be considered here, such as the goals it sets for education, the course of the didactic process, the kind of relationship it establishes between student and teacher, and what kind of knowledge it produces. The analysis leads to the conclusion that, although the critical paradigm may contribute to small-scale changes on a local scale, it nevertheless remains largely inadequate to the contemporary educational reality, because it is politically motivated and has hard to achieve ambitions of large-scale social change.

A Humane Paradigm as the Conceptual Core of Education in the Age of Information Society

The article, based on a systematic analysis of the problems of national education in the age of information society and digitalised education, reveals the significance of the human paradigm, which is the conceptual core and the major platform for the educational process under the regime of aggravation. The convergence of education and information technology produces not only new areas of knowledge, pedagogical tools and teaching methods but also large-scale transformations in social practice. Like any social change, the digitalisation of education has a variety of consequences - from positive to negative ones. It is shown that the digitalisation of education, which meets great hopes not only in Ukraine and Poland, can be productive only if an anthropocentric algorithm is dealt with. Along with the huge and not much-studied possibilities of digitalisation of education, it is proved that many problems and risks are associated with the total introduction of the “digital” in the educational system. These are social, psychological, health, organisational and methodological risks, and some problems with the reduced quality of education. However, the ethics-related risks are perhaps the most dangerous among them. As regards this, it is proved that the humane paradigm, as a paradigm of the integrity of knowledge that provides values and goals of education, is a guarantor of the harmonisation in many processes related to translating information and knowledge into a digital form. The humane paradigm is the basis of the genetic connection of knowledge, skills, digital literacy, moral imperatives, and life values, which in a synergetic algorithm contribute to students’ effective development, systematic thinking, and socialisation. The three most important blocks of educational problems in the discourse on modern cyber-socialisation (transformation of the worldview component of education, reconstruction of the content of education, imbalance of educational and didactic processes) are outlined, and the ways and mechanisms of solving them are suggested. Implementing integrated strategies within the humane paradigm (which is the nourishing source of each of these blocks) might result in the idea of the so-called “new humanism” in education.

II International Conference “Medical Simulation-Practical Applications and Technologies”

Medical simulation is a practical field of education. Its indirect goal is to inspire and connect specialists responsible for various roles in simulation centers. Medical simulation is a highly developed professional field which, along with the development of educational paths, has become a permanent part of the didactic process. Therefore, the audience of the conference consisted of everyone who starts or continues a career in the field of medical simulation. “Science has no homeland because human knowledge covers the whole world.” Therefore, we should remember that everything we have learned and taught our students: professionalism, understanding, empathy, humanity, not only in medical areas, will be lost if we are not able to find application for this knowledge. We are aware that the implementation of a medical simulation is a long process, often raising many questions and prompting all of us to make an effort that gives didactic and scientific satisfaction. Taking into account this challenge related to the creation of Medical Simulation Centers in the disciplines of medicine, nursing, obstetrics and paramedics, dentistry, physiotherapy or pharmacy, we meet the needs of the teaching staff of our universities. Sharing good practices and our own very valuable experience is principal goal for today and building a network of medical simulation centers mutually supporting this task for tomorrow and the nearest common future. Therefore, the II International Conference “Medical Simulation-Practical Applications and Technologies” (11th–12th March 2022, http://medsim2022.bok-ump.pl) brings together enthusiasts of modern medical education and simulation, experts and specialists. The event is organized in Poznan at the Poznan University of Medical Sciences in close cooperation with the Pomeranian Academy in Slupsk, the Polish Nursing Society and the Polish Society of Medical Simulation. That meeting was dedicated such important issues as: • New tools in medical simulation education • Organizing the osce exam • “in-situ” medical simulation • Experiences and best practices

Education on the verge of changes. The process of education in terms of the cybernetic theory of character

Contemporary change processes in the sphere of education are multi-context and determined by various factors. Undoubtedly, the factor organizing the discussion on the new model of education is the uncertainty related to the shape of the future. This uncertainty is caused by the direction of changes in the area of functioning and development of societies and the emergence of the knowledge-driven economy. These changes, in turn, are the result of the impact of mega trends, including the development of new information and communication technologies (ICT), globalization of various spheres of life, progressive phenomena of socio-economic polarization, cultural changes, acceleration of migration processes, etc. These changes set the framework for processes of education and upbringing generate numerous challenges in educational activity related to fundamental issues: how to teach? by what methods? What kind of results to expect? (Wasyluk et al., 2020). Educational institutions play an important role in this process, including universities, “where self-steering prevails over learning, externally guided” (Laurisz, 2022). M. Mazur’s (CTC) (1976) cybernetic character theory, pioneering on a global scale, is a proposition of a response to these educational challenges. This work is an attempt to use the CTC to identify the parameters of character of the studied students in the field of social work. The proposed solution may support didactic processes by optimally matching the efforts and capabilities of students to the needs of the education process.

Działalność czytelni dla uczniów w szkołach średnich autonomicznej Galicji

The authors of this article studied the important role in the didactic process and educating students in secondary schools in early 20th century Galicia. The schools housed student reading rooms, and their organization was supported by the National School Council, which knew in them an important means in the process of upbringing and self-education of students. They were created in the first place in small towns, e.g. Jasło or Sanok, because unlike large urban centres, they were one place where students could encounter a substitute of cultural life. Their number grew fairly quickly and at the outbreak of the Great War, and they constituted more than half of Galicia’s secondary schools. The schools attracted mainly older students and operated in the winter, spring, and summer periods. They enjoyed considerable interest from these students, though in some schools the attendance was not high. Their main task was to amass collections of books and magazines, but there were also scientific and artistic circles in the reading rooms. Therefore, they were a place where students had the opportunity to deepen their scientific knowledge, broaden their knowledge and skills, gain access to new information, and develop their cultural interests.

Identifying the Types of Diversity in the Romanian Pre-university Educational Institutions and the Appropriate Managerial Strategy

The current research aims identifying the level of knowledge the stakeholders in the pre-university education system have upon the concept of diversity as a social construct and as basis for both the cohesion degree of the employees’ group (teachers, auxiliary personnel, non-didactical) and the students’ group, as well as the satisfaction degree they have while participating in the didactical process. The research method is the investigation. The instrument is the questionnaire (Annex 1), which was applied to a number of 25 respondents, school inspectors for institutional management and human resources management in Romania. After its application in Google forms format, the answers were introduces in the NVivo content data analysis program, using the codes diversity type, management strategy, ethnicity, gender, religion, language, gaining information according to the table in Annex 2. As the main objective of our study was to identify the types of diversity the schools face, we therefore begin our analysis by simply asking the responders to enumerate the types of diversity they can identify in their counties. Altogether, once they are enlisted, the responders will further name the strategy they can find in the schools from their county where those types of diversity were found. Our data suggest that diversity is defined in a very unspecific, personal and subjective way, that the types of diversity are very distinct and quite difficult to manage and that an easily identifiable strategic approach is inexistent in most of the targeted counties.

Senad Bećirović and Edda Polz. Fostering giftedness. Challenges and opportunities. New York: Nova Science Publishers, 2021. Pp. i-xi, 1-234. ISBN: 978-1-53619-098-4

Senad Bećirović and Edda Polz. Fostering giftedness. Challenges and opportunities. New York: Nova Science Publishers, 2021. Pp. i-xi, 1-234. ISBN: 978-1-53619-098-4

INNOVATIVE TECHNOLOGIES – THE FUTURE OF YOUTHS

The article discusses innovations in educational technology that have replaced traditional Methods of learning. Innovation involves all facets of the didactic process. Types Organization, content and learning technologies, teaching and learning. BasicInteractive learning technologies, design learning technologies, computer technologies Forms and methods of interactive technology learning are identified and described. In particular: the problem of lecture activities, seminar - discussions, educational discussions, "brainstorming "assault, didactic games, etc.

Song Transmission as a Formal Cultural Practice.

From a biological point of view, the singing of songs is based on the human vocal learning capacity. It is universally widespread in all cultures. The transmission of songs is an elementary cultural practice, by which members of the older generations introduce both musico-linguistic rules and affect-regulative means to the younger ones. Traditionally, informal singing in familiar settings primarily subserves affect-regulation goals, whereas formal song transmission is embedded in various normative claims and interests, such as preserving cultural heritage and representing collective and national identity. Songs are vocal acts and abstract models that are densely structured and conform to cultural rules. Songs mirror each generations’ wishes, desires, values, hopes, humor, and stories and rest on unfathomable traditions of our cultural and human history. Framed in the emerging scientific field of didactics, I argue that research on formal song transmission needs to make explicit the norms and rules that govern the relationships between song, teacher, and pupils. I investigate these three didactic components, first, by conceptualizing song as rule-governed in terms of a grammar, with songs for children representing the most elementary musico-linguistic genre. The Children’s Song Grammar presented here is based on syllables as elements and on syntactic rules concerning timing, tonality, and poetic language. It makes it possible to examine and evaluate songs in terms of correctness and well-formedness. Second, the pupils’ learning of a target song is exemplified by an acoustical micro-genetic study that shows how vocalization is gradually adapted to the song model. Third, I address the teachers’ role in song transmission with normative accounts and provide exemplary insights into how we study song teaching empirically. With each new song, a teacher teaches the musico-linguistic rules that constitute the respective genre and conveys related cultural feelings. Formal teaching includes self-evaluation and judgments with respect to educational duties and aesthetic norms. This study of the three-fold didactic process shows song transmission as experiencing shared rule-following that induces feelings of well-formedness. I argue that making the inherent normativity of this process more explicit – here systematically at a descriptive and conceptual level – enhances the scientificity of this research domain.

Eugeniu Coșeriu despre „cunoașterea lucrurilor” și didactica limbii române

The aim of this article is to present a new approach to the process of studying the Romanian language, non-native language, starting from the Coserian theory, according to which to know the language it is necessary to know not only the language, but also the designated “things” , which individualizes medical language and medical communication. The didactic process involves arousing interest and cultivating respect for the Romanian language, increasing the level of motivation in studying medical terminology in Romanian, highlighting the personality of the student and the personality of the teacher etc.

Tutoring and Training of University Students


 
 
 University tutoring is a process of accompaniment during the training of students that takes place through personalized attention and social coexistence. University Training is a set of formal approaches to didactic processes that enable the training, preparation or improvement of the student for their professional development and improvement from the beginning of their career. This initial training can be complemented with subsequent courses. The purpose of this research is to determine the relationship between University Tutoring and University Training of Students. The research is of a non-experimental applied type where the study of the already existing phenomenon is observed and described in its natural environment. It is concluded that, There is a direct and significant relationship between the development of tutoring and the university education of students. The participation of teachers as it has a direct relationship in the university education of students and there is a relationship between tutoring and the development of the professional profile of students, this being a non-cognitive area, which contributes to human development, it is of utmost importance its study as it will allow us to establish the dimensions and impact that this service has on student care.
 
 

The Role of Landscape Design in Cultural Rural Areas. A Didactic Exercise to Experiment a Research-by-Design Process Applied to an Italian UNESCO Wine Site

Rural landscapes all over the world are subject to great transformations, first being the continuous and slow depopulation of towns and villages. It is a dramatic phenomenon that causes devastating consequences for environmental systems and for the tangible and intangible heritage of entire territories. The situation becomes more ambiguous when it comes to cultural landscapes, especially those internationally recognized as exceptional (i.e., inscribed on the UNESCO (The United Nations Educational, Scientific and Cultural Organization) World Heritage List). In this case, the risk is to abandon agricultural production in favor of consumerist tourist economies, which can damage the territorial authenticity. In this paper, we question the role of the landscape design in strengthening territorial resilience. In particular, a composite and interdependent action has been proposed between landscape design and implementation of a multifunctional agriculture model, oriented towards tourism. To undertake this investigation, a master’s thesis work on Landscape Architecture has been examined as an opportunity to test the research-by-design method through the didactic process. The application case is the Italian UNESCO site of Vignale Monferrato, a depopulated rural village, characterized by abandoned land and buildings. The paper concludes by outlining replicability application scenarios for the proposed model.

Sense of Support in the Work of Early Education Teachers from Big Cities and Small Towns / Villages: Perspective of Inclusive Education Children with Disabilities in Poland

Inclusive education is a challenge for educational systems around the world. The major issue affecting inclusive education is the limited support for teachers in implementing inclusive education and working with diverse students.The primary aim of this study was to define the differences in the subjective sense of professional support (institutional and non-institutional) of early education teachers from big cities and small towns/villages in Poland via the survey research method.There is a significantly higher reported sense of support in the workplace for early education teachers from big cities compared to small towns/villages in Poland. Regarding the investigated institutional support categories, only support from trained professionals in the education of students with special educational needs (outside the didactic process) and support from other teachers (within the didactic process) was significantly different and ranked higher in teachers from big cities. For the non-institutional support categories, only support from friends and acquaintances was significantly higher in the early education teachers from big cities. Moreover, the poor network of specialist support in small towns/villages in Poland may further exacerbate the inequalities observed in the success of implementing the inclusive education idea.

FEATURES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE DOCTORS IN MODERN CONDITIONS

IFNMU actively uses educational innovations in various pedagogical processes, determining adequate mechanisms for the transformation of higher education. After all, innovative education is a constant desire to re-evaluate values, preserve those that are of undeniable importance, and discard those that are already outdated.
 In the practice of IFNMU, the diversification of educational technologies allows effectively combine them through the modernization of traditional education and its reorientation to distance education. With this approach, teachers focus on the personal development of future professionals, the ability to master new experiences of creative and critical thinking, finding solutions to educational problems. Therefore, we consider the innovative educational technology as a general didactic process, which consists in using a set of methods and techniques of joint activities of the subjects of the educational process aimed at achieving the goal of learning, personality development and creative and professional acquisition of knowledge and competencies in accordance with the tasks of training specialists of modern times.
 The process of forming the professional competence of future doctors consists of a set of consistent, purposeful actions that contribute to the renewal, modification of purpose, content, organization, forms and methods of teaching and education, adaptation of the educational process to new socio-historical conditions. Innovations in medical education do not arise spontaneously, but arise as a result of systematic scientific research, analysis, generalization of pedagogical experience. The basis of these processes is the implementation of the achievements of psychological and pedagogical science in practice, study, generalization and dissemination of advanced domestic and foreign pedagogical experience in training doctors.
 At the present stage, the integration of knowledge in pedagogical theory is seen as a synthesis of interacting sciences on the basis of some basic discipline. The mechanism of interdisciplinary integration is to implement the explanatory, constructive and prognostic functions of academic disciplines, in their transformation into a methodological, theoretical and technological means of building holistic models of the researched phenomena and processes, solving cognitive and professional problems.
 As the practical experience of synchronizing the study of related educational material from different courses has shown, as well as the maximum use of multidisciplinary knowledge to study complex objects and concepts of medicine is an important condition for the effectiveness of the educational process.
 Productive integration of knowledge covers such ways as solving interdisciplinary problems, performing complex practical tasks, conducting educational and research observations, conducting lectures and practical classes, applying problem situations in one discipline to classes in another.

Формування екологічної компетентності майбутніх фахівців аграрної сфери в умовах технологічної підготовки

The article is devoted to an actual pedagogical problem such as technological support of the ecological competence development process of future professionals in the agrarian area. The purpose of the article is to analyze modern didactic approaches to the environmental competence development of future professionals in the agricultural sector in terms of their professional training as a holistic pedagogical process of managing the educational and creative activities of students. The methodological basis of the study is the use of systematic, competency, activity, personal development and other modern methodological approaches. The experimental study was conducted at Kharkiv Petro Vasylenko National Technical University of Agriculture during 2019-2021 on the example of disciplines that develop the environmental competence of future professionals in bachelor's and master's degrees in specialties 201 Agronomy and 208 Agroengineering. A model of ecological competence of future professionals in the agricultural sector is proposed. It is represented by a set of integrated components (emotional-value, cognitive, activity, personal-developmental). The initial peaks of this model are the requirements of educational and qualification characteristics, and the final peak is a set of criteria of environmental competence. Achieving educational results is carried out in the conditions of pedagogical technology of educational and creative activity management of students. The process of ecological competence development in the conditions of the offered pedagogical technology is presented by elements of management, co-management and self-management of educational and creative activity of students. The functional model of the environmental competence development in the management system of educational and creative activities of students is defined by the following functions: planning, organization, motivation, control and analysis, coordination and regulation. The results of the study confirmed the adequacy of the model of the ecological competence development process of future professionals of the agricultural profile during their professional training. Implementation of the functional management model of the ecological competence development process of future professionals in the agricultural sector will provide visualization of pedagogical conditions for activating didactic processes and organizational and technological algorithms and, as a consequence, improving the quality of training.

Concepts of parent and early stage pupil according to the teacher in the context of online learning

School concepts of pupil and parent that arose during online learning forced by a pandemic are the main problem discussed in this article. An attempt was made to reconstruct them on the basis of the analysis of the statements of teachers in an early stage education. The teaching concepts present in the statements and the resulting concepts of pupil are illustrated with a didactic metaphor: for a report, without procedures, incomplete, interrupted or missed cognitive opportunities. From this image emerges a pupil as a robot, confused loner, apparent researcher or blindfolded researcher. The concepts of parent metaphorically presented in the text are: ghost, playmate, transmission teacher, actor, controller, postman , lector. The concept of pupil, parent and online learning turns out to be resistant to new contexts resulting from the reorganization of the didactic process. Parents in online learning were forced to act for the school benefit (curriculum implementation). According to the teacher's statements, pupils and parents were to carry out learning activities in the same way as the school did before the lockdown; through the realization of the transmission model of teaching, monocentrically understood cooperation with parents and school: the main beneficiary of learning activities carried out at home. Online learning was not used to change, on the contrary, it has consolidated traditional school concepts of teaching, pupil and parent.

Literatura jako nauka pomocnicza w nauczaniu geografii

The article discusses the status of literature in teaching geography. Like cartography, literature maps the space and assigns proper names which allow us to see the places of “condensed, multiplied time” (Claudio Magris). Literary maps bind topography with history and thus realise a geopolitical project of “thinking of place, time and action as coherent unity” (Karl Schlögel). Such literary names as Conrad’s “heart of darkness” or mare nostrum, mare monstrum from Dariusz Czaja’s essay, in geography didactics can reveal the drama of “building up of land and history” (Magris) and thanks to this, a map used in the didactic process can lead to cathartic experience, i.e. it can sharpen, activate and sensitize the pupils’ eye.

The mentoring model in practical education for midwifery students – a qualitative study

Introduction : To provide optimal obstetric care, it is important to properly prepare the graduates of obstetrics to take up employment in the profession and provide the highest level of service. Practical education should promote an innovative approach and support comprehensive student development. One of the key elements of this is the implementation of mentoring in the education of students in obstetrics. The aim of the study was to evaluate the implementation of a practical learning programme based on a mentoring system. The evaluation was conducted by assessing the experiences and opinions of the project participants. Materials and methods : The study involved 20 midwifery students of the Medical University of Warsaw who took practical classes in the mentoring system in the Obstetrics and Gynaecology Department at the Solec Hospital in Warsaw with a group of 8 mentor-midwives from the Solec Hospital. The study was carried out in the years 2017–2019. Participants were interviewed and asked 5 questions concerning their opinions and experiences of the implementation of practical activities in accordance with the idea of mentoring. Results : Students highly valued the quality of practical classes in terms of improving professional skills and acquiring new competences under the supervision of experienced mentors. The mentors indicated that mentoring enriched the traditional didactic process. Conclusions : Mentoring is a modern and innovative form of teaching practical lessons. The use of mentoring in the education of obstetrics students allows an improvement in the quality of internships.

E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation.

The COVID-19 pandemic had a huge impact on the learning and teaching processes, particularly in healthcare education and training, because of the principal position of the cutting-edge student–patient interaction. Replacing the traditional form of organization and implementation of knowledge evaluation with its web-based equivalent on an e-learning platform optimizes the whole didactic process not only for the unit carrying it out but, above all, for students. This research is focused on the effectiveness of the application of e-learning for computer-based knowledge evaluation and optimizing exam administration for students of medical sciences. The proposed approach is considered in two categories: from the perspective of the providers of the evaluation process, that is, the teaching unit; and the recipients of the evaluation process, that is, the students.

Efficiency in thermoelectric generators based on Peltier cells

Obtain energy from thermoelectric generators based on Peltier cells, using natural and/or artificial heat sources in order to have a new ecological tool that allows the generation of clean energy. The present study is focused on a bibliographic research to determine the parameters that intervene in the validity of energy conversion and it has as an objective to analyze the efficiency of Peltier cells, in a didactic process of heat transference, which provides the necessary conditions to a thermoelectric generator based on Peltier cells. Experiments are carried out based on the changes in the process conditions and the transfer function of process is obtained to achieve efficiency in energy production.