Didactic Research Research Articles

Розширення дидактичного інструментарію вчителя в умовах профільного навчання (за результатами польових дидактичних досліджень)

Розширення дидактичного інструментарію вчителя в умовах профільного навчання (за результатами польових дидактичних досліджень)

Didactical Design Development of Two Variables Linear Equation

The learning process students must be trained to understand concepts well, not only memorize the material. Learning will be effective if students understand the mathematical concepts being studied. It was found learning difficulties especially in learning linear equations caused by a lack of understanding of the concepts and the way the teacher taught. The most common difficulties were in presenting mathematical concepts, understanding information about questions, and interpreting data in the design requested. Based on the problem, Author developed didactical design of two-variable linear equations material that aims to minimize the difficulties that occur. The research method used qualitative method that was Didactical Design Research (DDR). The subjects of the study were Bandung junior high school students, class VIII even semester who got the material of two-variable linear equations using Curriculum 2013. In general, didactical design implemented need to be maintained. Didactical design developed can minimize the obstacles of student learning difficulties. However, the researcher recommends the existence of a research on the development of didactical design of the concept of two-variable linear equations with various improvements, both in terms of deeper concepts, presentation, and predictions of student responses.

Physiological and Sanitary Quality of Safflower Seeds Under Different Seed Treatments

Safflower (Carthamus tinctorius L.) presents a high susceptibility for the attack of pathogens, resulting in low productivity of seeds. Thus, we aimed to evaluate the physiological and sanitary quality of safflower seeds submitted to different treatments. The experiment was conducted in the Floricultural Sector and in the Didactic and Seed Research Laboratory, in completely randomized design, with 4x9 (lots of seeds and treatment of seeds), with four repetitions. The lots of seeds were cultivated in the crop 2017/2018, the sowing occurred in the first fortnight of each season of the year (autumn, winter, spring and summer). After collected, the lots were stored in cold chamber with average degree of humidity of 9.0%. The treatments of seeds were constituted by: control, thermotherapy via humid heat, thermotherapy via dry heat, Trichoderma harzianum, chemical fungicide with active ingredients of Carbendazim+Thiram, Metalaxyl-M+Fludioxonil and Carboxin+Thiram, vegetal extracts of Dendranthema grandiflora and of Melia azedaeach. We evaluated the seeds treated by the standard test of germination, length and mass of seedlings, emergence and sanity. We observed that all the tested treatments benefit the safflower culture, promoting improvement in its germination, with efficient establishment of seedlings in the field. At the same time that was carried out the infestation control of the pathogens on the same, among the treatments we highlight the chemical fungicide with active ingredient Carbendazim+Thiram.

Desain Bahan Ajar Berbasis Kemampuan Koneksi Matematis Siswa SMP Pada Kelas VII

The background of this research is the learning obstacle on the material of the VII grade MTs algebraic operating material. This study aims to describe how the design of didactic teaching materials based on the mathematical connection ability of junior high school students in class VII. Subjects in this study were students of MTs PUI Majalengka, 28 students of class VII A to identify learning obstacles and 10 students of class VII A were used as samples for the implementation of teaching materials. The research carried out was a didactic design research consisting of three stages, namely: (1) didactic situation analysis prior to learning in the form of a Didactic Design Hypothesis including ADP, (2) methadactic analysis, and (3) retrosfective analysis. How to collect data by tests, validation of teaching materials, and student questionnaire responses. The results showed that there were three types of obstacle learning. The validation results obtained can be concluded that teaching materials based on students' mathematical connection abilities can be used in learning algebraic form operations. The implementation of this didactic design is in accordance with predictions so that the design of this teaching material can be used as an alternative design of learning algebraic operations learning.

Book Review: Proceedings of INDRUM 2018, Second conference of the International Network for Didactic Research in University Mathematics

Book Review: Proceedings of INDRUM 2018, Second conference of the International Network for Didactic Research in University Mathematics

Didactic Design of Sundanese Ethnomathematics Learning for Primary School Students

This papper aims to optimize Sundanese ethnomathematics learning in improving the creative thinking ability of mathematics, geometry thinking, and algebra of primary school students by using teaching materials that prepared by didactical design research method. The research subject which used in learning obstacle stage is the fifth grade primary school students with a total of 71 students. The initial didactic design continued by a revision of didactic design in Sundanese ethnomathematics learning by using Sundanese cultural board and engklek games can optimize creative thinking ability of mathematics, geometry thinking, and algebra of primary school.

Improving the quality of teaching through learning technology. Didactic mediation and research perspectives

The use of learning technology in teaching may not appear to have any particularly positive impact on learning itself. One element that could prove to be a game-changer – and one that didactic research is called to look at in-depth – seems to be teacher mediation, which can valorize the communicative potential of technological channels and languages along with the other forms of language used in teaching. This article sets out to analyse the potential contributions of the didactic mediation theories that have developed over the last thirty years in the North American and European francophone context and in Italy. We outline the perspectives that didactic mediation research has opened up regarding the importance of studying didactic mediation from the point of view of teachers’ practices. We shall look at the theory of didactic mediators and dwell on the construction of didactic devices through which we will be able to analyse the current and potential use of educational technologies in schools. Migliorare la qualita dell’insegnamento attraverso le tecnologie per apprendere. Mediazione didattica e prospettive di ricerca L’impiego delle tecnologie per apprendere nell’insegnamento non sembra rappresentare in se un valore aggiunto significativo rispetto all’impatto sull’apprendimento. Un elemento che puo fare la differenza, che la ricerca didattica e chiamata ad approfondire, sembra essere costituito dalla mediazione del docente, che puo valorizzare il potenziale comunicativo dei canali e dei linguaggi tecnologici in sinergia con le altre forme di linguaggio in uso nell’insegnamento. L’articolo si propone di analizzare gli apporti che possono derivare dalle teorie della mediazione didattica che si sviluppano nel trentennio scorso in ambito francofono nord-americano ed europeo e nel nostro contesto nazionale. Si delineano le prospettive aperte dalle ricerche sulla mediazione didattica in riferimento all’esigenza di studiare l’insegnamento dal punto di vista delle pratiche dei docenti. Si tratteggia la teoria dei mediatori didattici e ci si sofferma sul costrutto di dispositivo didattico, in relazione al quale analizzare l’impiego di fatto e possibile delle tecnologie per apprendere nella scuola.

L’autonarration en tant que méthode d’investigation sur la compétence plurilingue

This article proposes a reflection on the usefulness of the autonarration method for research in language didactics and plurilingualism. Starting from a definition of the autonarration relating to the field of teaching / learning of languages and cultures, we then explain the specificity of the plurilingual competence to justify the choice of the autonarration as a method well adapted to the study of learning to aim at the development of such a competence. We then present the types of autonarration practised and their functions as well as possible difficulties for research. Our words are supported by examples of research whose purpose was to examine the impact of plurilingual competence in the teaching / learning languages.

Report of Meeting Researches in Didactics of Mathematics and Computer Sciences

The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Sturovo, Slovakia from the 1st to the 3th of February, 2019. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen. The 63 participants – including 17 PhD students – came from 7 countries, 22 cities and represented 36 institutions of higher and secondary education. There were 4 plenary, 42 session talks and 7 poster presentations in the program.

Flipped Inclusion, Between Didactic Research and University Teaching for Lifelong Learning

The experimental (Dewey, 1961), descriptive-transformative (Cox et al., 2011) multi-method (Ogbu et al., 1996) study of the flipped inclusion model, carried out at the University of Salerno stemmed from a reflection on the perturbed (Dewey, 1961), complex (Morin, 1993) and liquid (Bauman, 2003) of knowledge society (Castells, 1997). The study design comprised two research contexts - general and situational. Each research context was sub-divided in three levels: macrosystemic level (inter-institutional), mesosystemic level (university course or school); microsystemic level (class context) (Bronfenbrenner, 2002). Methodologically, a didactic transposition of system learning was carried out (Alberici, 2002). The research data collected and analyzed has highlighted the importance of the impact of teaching and the simplex (Sibilio, 2014) planning towards an integrated educational system to promote empowerment (Hawks, 1992) that are socio-contextual and transformative in nature (Corona, De Giuseppe, 2016) of inclusive identity profiles and ecological contexts (Bronfenbrenner, 2002), starting from the microsociety class.

Umwelt, KVP & DTD : Interactions entre Connaissances (K), Valeurs (V), Pratiques (P) & Délai de Transposition Didactique

Three concepts that structure my research in Didactics of Biology can also express convergence with the ATD. The umwelt: each living being constructs itself while constructing its world (its umwelt), in an eminently social context for human beings. KVP interactions between knowledge (K), values (V) and social practices (P): possible links with certain dimensions of the praxeological approach, but with more emphasis on values (V); Analysis of the different steps of didactic transposition; Comparison of the conceptions of teachers in thirty countries (notion of system of conceptions). The Didactic Transposition Delay (DTD) separates the emergence of new scientific knowledge from its insertion in programs, textbooks or in the teachers’ conceptions.

Geometric thinking level of the Indonesian seventh grade students of junior high school

Enhancement of students’ ability to think geometry at level 0 until level 4 will configurate the comprehensive geometric knowledge. The aim of this study was to analyze the geometric thinking level of seventh grade students of junior high school. This research is part of a series of research conducted for 2 years with the Design Didactical Research (DDR) method. The geometric thinking ability test was given to 32 students in the VIIA class. The questions used are 25 questions which contain 5 levels of thinking geometry proposed by Van Hiele. The visualization ability data of the visualization level ability test held by students was obtained by 32% of students in pre level 0, 47% of students in level 0 and 21% of students at level 1. While at level 2, 3, 4 there were no students who arrived to that level.

Human Rights Education as Democratic Education

This article examines the teaching traditions of children’s human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts’ concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) – a democratic curriculum emphasis.

Gyrolog – Developing a Digital Collection of Gyro Instruments for Historical and Didactical Research

AbstractTechnical artefacts and instruments form an essential part of cultural heritage. If historically analysed and suitably explained, they provide insights into developments and objects that had and still have a significant influence upon our present civilization. Without any explanation and contextualization, however, these objects will remain stubbornly silent, especially if they are technically complex or highly encapsulated.Based on a gyroscope collection at the University of Stuttgart, the Gyrolog project intends to take these instruments out of their black boxes by digital means. These inconspicuous yet indispensable objects of many of today's key technologies (from automatic car navigation to handheld devices) are of prime interest to historians of technology as well as to technical didactics and to technical museums. The project will render the unique gyroscope collection at the University of Stuttgart digitally accessible and, moreover, will virtually unite it with smaller collections at other institutions.Apart from their importance for daily life technologies, gyroscopes have always been of prime military interest as well. Reproducing the artefacts digitally will therefore open further ways to science and technology studies of dual use technologies.Gyrolog aims at a basic digital representation of all gyroscopes found in German collections. At the centrepiece of the project, however, cutting edge imaging and digitalizing technologies will exhibit carefully selected objects literally in depth. By combining advanced animation and optical technologies, Gyrolog seeks to present a unique technical collection in digital format as well as an elaborated methodical approach for exploring complex small technical artefacts.

Varför ska jag inte berätta?

Discussions about books and ways of reading play an important role in the curriculum for the Swedish secondary school system. In an intervention study based on a series of book discussions of an easy reader novel, I investigated the cooperation between a group of Swedish language learners aged 16 to 19, their teacher in the introduction program for newcomers, and the school librarian. Based on my function as a teacher educator, and drawing on the current research in literature didactics, I planned and carried out six discussions where different reading strategies and methods were used. Using the concept of third space (Gutiérrez, 2008; Skerrett, 2010b) and interpersonal space(Cummins, 2000), I discuss the students’cognitive and emotional responses to the story we shared, and reflect upon the way these discussions have developed. Semi-structured interviews with five students, a teacher, and a school librarian constitute the data for this study. The analysis of the data indicates that the leader of the group discussion is instrumental in helping the participants shift between different perspectives, try out new roles, and transgress different boundaries, thereby offering the group different emotional, cognitive and linguistic challenges. 
 
 Keywords: book talks, class room instruction strategies, interpersonal space, third space

Environmental and sustainability education in a post-truth era. An exploration of epistemology and didactics beyond the objectivism-relativism dualism

This article focuses on environmental and sustainability education (ESE) in the context of the topical post-truth debate. It aims to progress theoretical research as well as empirical investigations on how ESE practices can avoid the pitfalls involved in an objectivist as well as a relativist approach to teaching and learning. After elaborating the problems implied in both these approaches, the article explores concepts developed in science and technology studies (STS) that have the potential to inspire ESE research and practice to move beyond this problematic dichotomy: Latour’s ‘matters of concern’ and ‘compositionism’ and Jasanoff’s ‘co-production’ and ‘socio-technical imaginaries’. Drawing on pragmatist educational theory the author develops a conceptual framework that serves as a theoretical model for investigations of how ESE subject matter and teaching methods can be introduced, handled and experienced in a way that moves beyond the dualism of objectivism versus relativism. Building on the work of scholars who have connected Dewey’s pragmatic, transactional perspective to the domain of didactical research, it is shown how this theoretical model can be operationalised for empirical studies with the help of well-chosen analytical methods. The article is concluded with some reflections on the limitations and potential of the presented framework.

MANTEGAZZA E GLI STUDENTI UNIVERSITARI NEGLI ANNI ’89-’95

With his report, Mons. Francesco Giovanni Brugnaro, Archbishop of Camerino - San Severino Marche, offers a personal testimony of his experience as a priest, friend and colleague of the Rectoral Prof. Paolo Mantegazza, who he met in the years ‘89-’95 during his chaplain service at the Rectory of Santa Maria Annunciata of the University of Milan. In addition to the affectionate and grateful remembrance towards the exemplary role of rector, father and teacher, he adds some characteristics regarding the relationship that Prof. Mantegazza knew to weave with the university students, careful to consider the person as a whole rather than as a subject impersonal and anonymous. This special attention stemmed from the profound conviction that education is much more than simple teaching. He introduced in his long experience as a teacher the one that transformed his courses into real schools of life: the human and ethical contribution to face the most difficult future challenges in the professional field. For this reason he was also a great mediator for the very talented teachers to keep the relationship between scientific and didactic research high, between the quality of the preparation for the doctorate-specialization and the moral and methodological seriousness of the future professional. In the memory of Mons. Brugnaro, the pain that struck the Mantegazza family for the tragic and premature disappearance of the two beloved sons is preserved. Inspired also by Don Giussani’s charism, together with his wife Andreina, he was able to transform that lacerating pain into an exemplary witness of Christian life founded on the Resurrection of Christ. The common attendance of the Archbishop of Milan from 1979 to 2002, allowed both to live a daily faith, drawn from the prophetic vision of the biblical pastoral of Card. Martini also within the University, stimulating the chair of non-believers.

Escribir y argumentar académicamente en biología: ¿qué proponen hacer las consignas de los docentes?

Este artículo presenta los resultados de la caracterización del rol de las consignas que enmarcan el escribir y el argumentar en un curso introductorio a la Biología, dictado en una de las principales universidades públicas argentinas. Tiene como antecedentes distintas investigaciones que establecen el rol de la escritura y la argumentación en la educación científica. En el marco de una investigación didáctica naturalista configurada como un estudio de casos múltiples, se halló que las consignas de escritura argumentativa constituyeron una de las condiciones didácticas que permitieron que la escritura funcionase como una herramienta de aprendizaje. Estas consignas solicitaron a los alumnos relacionar y justificar los temas en estudio, contar con la capacidad de vincular datos y conclusiones, de ponderar enunciados teóricos a partir del trabajo con datos empíricos.

Report of Meeting Researches in Didactics of Mathematics and Computer Sciences

The meeting Researches in Didactics of Mathematics and Computer Sciences was held in Hajdúszoboszló, Hungary from the 26th to the 28th of January, 2018. It was organized by the Doctoral School of Mathematical and Computational Sciences of University of Debrecen. The 61 participants – including 47 lectures and 17 PhD students – came from 8 countries, 21 cities and represented 37 institutions of higher and secondary education.

Sharing and Jumping Based Didactical Design In Collaborative Learning on the topic of Covalent Bonding

The effectiveness of sharing and jumping based didactical design of covalent bonding has been studied at chemistry senior high school. Learning based sharing task is a learning that deals to cover content of text book. Sharing task facilitate jumping process for the low achiever students. The challenging problems are given in jumping tasks activity to challenge the high achiever students. The purpose of this study was to obtain the didactical design of covalent bondings and their implementation.The research method applied is Didactical Design Research (DDR) with following stages: analysis of didactic situation before learning, metapedadidactical analysis, and retrospective analysis. Implementation of lesson design on the topic of covalent bonding were recorded and analyzed, from the analysis result obtained the collaboration between students and between students and teachers.