Didactic Strategies Research Articles

Use of Modellus as a didactic strategy for teaching-learning kinematics in students of the Fiscomisional Educational Unit “Cinco de Mayo”

The research focused on the use of Modellus as a didactic strategy for the teaching-learning of kinematics in second-year high school students at the Cinco de Mayo Fiscomisional Educational Unit. The results obtained from surveys are presented, which demonstrate the benefits of this tool in the educational process. The main problem was how to facilitate the understanding of kinematics concepts in the teaching-learning context. A classification of the themes of uniformly accelerated and varied rectilinear motion was made. The objective was to propose a teaching strategy based on the Modellus simulation program to facilitate the understanding of these topics. The technique applied was a questionnaire that allowed analyzing and interpreting the use of Modellus in the classroom. The results of this study conclude that Modellus is an effective tool that optimizes the teaching of kinematics and promotes more dynamic and effective learning.

Evaluation of Free Software Use in Learning Environments

Open-source software in the educational field aims to contribute to rethinking a different learning strategy model. The goal was to assess whether the use of open-source software can contribute to improving learning environments in a higher secondary education institution in Mexico. A quantitative, non-experimental, transactional, descriptive, and correlational research method was employed. The results showed that open-source software is a valuable support in developing new didactic strategies. The findings revealed confidence among teachers in using open-source software as a didactic strategy, and students considered starting to use open-source software from the first semesters. This research is original as open-source software supports the development of new didactic strategies. The limitation was that teachers use proprietary software, and it is likely more challenging for them to use opensource software.

Didactic strategy for enhancing mental Mathematical computation in elementary school

The study "Teaching strategies to improve mathematical mental calculation in high school" attempts to improve mental calculation skills in high school students in the educational unit "Ilo Alfaro" in Chuván, Ecuador. The research is based on the recognition that mental arithmetic is an important skill not only in developing mental agility and logical reasoning, but also in solving mathematical problems effectively. The research justifies the implementation of a didactic strategy that promotes meaningful, individualized and participatory learning. Teachers play a key role in adapting this strategy to the needs of students, using new methods that encourage and strengthen their confidence in their mathematical abilities. The methodology used includes a mixed approach, theoretical and experimental, which includes the observation and survey of teachers, and the analysis of the results obtained by implementing specific teaching activities. The studied population consisted of sixth year primary education students of the above educational unit. Preliminary results suggest that the applied teaching strategies not only improve fluency in mental arithmetic, but also encourage critical thinking, collaboration among students, and the ability to apply mathematical knowledge in everyday situations.

Augmented Reality: a Tool That Encourages Teaching-Learning

Objective: The objective of this study is to investigate Augmented Reality, with the aim of to promote teaching-learning in students of traditional secondary schools in the municipality of Aguachica, Cesar Colombia. Theoretical Framework: In this topic, the main concepts and theories that underpin the research are presented. Data analysis and tabulation, computers and information processing, educational, technology, aumented reality stand out, providing a solid basis for understanding the context of the investigation. Method: The methodology adopted for this research comprises for the present research, didactic activities mediated with augmented reality (AR) were implemented as an academic tool, facilitating the acquisition of knowledge by students in an interactive, authentic and focused way; is a basic secondary school student. Data collection was carried out through to assess this degree of satisfaction, a quantitative methodology was applied through student surveys. Results and Discussion: The results obtained revealed according to the research methodology, augmented reality represents a unique educational medium that offers educators the possibility of designing, adapting, and extending meaningful educational experiences for students. Research Implications: The digital age imposes challenges and changes on the education sector (institutions, teachers, students, families) with respect to pedagogical and didactic strategies, which were traditionally carried out in the classroom, but which have now also been extended to any social environment. Originality/Value: This study contributes to the literature by exploring how augmented reality can transform traditional educational methods. The relevance and value of this research are evidenced by lies in demonstrating how augmented reality can revolutionize education by making learning more interactive and effective, facilitating the understanding of complex concepts and fostering critical and creative skills in students.

Didactic Strategy to Develop Socioemotional Competencies in University Students

The university is an environment that allows the student to be able to diversify different situations, and there is a need to train sensitive and empathetic professionals for a competent society. The objective of this research was to design a didactic strategy to develop socioemotional competencies in students at a university in Lima. A qualitative methodology of non-experimental, cross-sectional, and descriptive design was used. The sample consisted of 34 students and four teachers. The techniques used included questionnaires, observations and interviews. The results showed 11 emerging categories, seven of which were approximate to the a priori category and four were influential in the research. A validated didactic strategy was presented with two lines of action composed of three stages: classroom emotional diagnosis, management of socioemotional teaching activities, and transformative evaluation; all under a model of Social and Emotional Learning, the Theory of Emotional Intelligence, and the epistemological positions of Neuroscience in Learning.

Evaluating didactic strategies for teaching mathematics: A Policy–Driven approach to gender equity in Panama’s education system

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

Enhancing mathematical function understanding in university students: a comparative study of design thinking vs. traditional teaching methods

Mathematical education requires innovative didactic strategies to enhance the understanding and application of mathematical concepts, as traditional teaching methods often lack relevance. This methodology aims to develop a problem-solving scientific approach called design thinking as a strategy for learning mathematics functions. The study was applied to a sample of 138 students of biochemical, biological, and industrial engineering careers attending the first academic cycle at the Faculty of Natural and Exact Sciences of the Particular Technical University of Loja-Ecuador. The methodology uses a quasi-experimental design with a convenience sampling method. All participants were divided into a control group (C, D, K) and an experimental group (P, Q, R). Knowledge, skills, perceptions, and engagement were measured through pretest, posttest, workshop, rubric, project, and survey instruments. The pretest results indicate that both groups had similar knowledge of mathematical functions (pretest mean experimental group: 1.42/2 and mean control group: 1.55/2). Moreover, after applying design thinking strategy to the experimental group, variables questionnaire, project, and workshop show statistical differences (p < 0.001) between groups related to the traditional learning strategy, increasing the experimental group’s score in the project (posttest mean experimental group: 1.62/2 points, and mean control group: 1.65/2). The survey opinion indicates that 53.5% of the experimental group highlighted the project’s development as positively impacting their academic training. In conclusion, problem-solving design thinking using scientific projects as a mathematical function learning strategy contributes to improving the comprehension of polynomial functions and developing mathematical competencies, abilities, and skills to generate tangible solutions for real problems.

Mobile Adventure: RIAMOS to Strengthen the Development of Mathematical Logic and Language in Early Education in Rural Contexts

In the development of the substantive function of the link with society of the National University of Education (UNAE), the Mobile Adventure: RIAMOS project arises from the career of Early Childhood Education (EI), with the aim of building experiential learning experiences, from educational contexts that promote the comprehensive training of children in early childhood in rural contexts. Therefore, this research analyses the impact of Aventura Móvil: RIAMOS on the development of the areas of logical-mathematical relations, comprehension and expression of language in early education in rural contexts. We worked with a methodology based on a mixed approach, with a prevalence of a qualitative, descriptive and interpretative approach and a quantitative approach focused on the pre- and post-tests applied to children in rural parishes in Cañar and Azuay. Mobile Adventure: RIAMOS is a space that integrates different actors: students, parents, authorities, teachers, students in training for comprehensive education. Through the pre-test, educational needs were identified, which were strengthened throughout the class sessions through the implementation of innovative planning, relevant to reality. The post-test reflected the advances and progress made by each child with the application of the didactic strategies and activities. In summary, Mobile Adventure: RIAMOS proves to be an effective initiative to enhance the reinforcement and integral learning of children in rural environments.

Citizen Science and Multimedia Didactic Resources: Knowledge of Mosquito-Borne Diseases in an Urban Area of Southwestern Colombia.

Citizen science resources have had great relevance in community educational intervention, fostering interest in ecological research projects. This study investigated the influence of the application of multimedia didactic resources focused on citizen science and analysis of sociodemographic variables to improve the levels of ecological knowledge about mosquito-borne diseases. For this, a probabilistic sample of 172 participants from an urban sector in southwestern Colombia was selected. A multimedia didactic material was designed for the educational intervention and evaluated by means of pretest and posttest. To assess whether the educational intervention was statistically significant, the data were processed with statistical inference to determine the influence of various variables (gender, age, marital status, schooling, and occupation) on each person's ecological knowledge. The findings showed a significant increase in the knowledge levels of the participants. The marital status variable (married and cohabiting) significantly influenced ecological knowledge. These participants are more likely to obtain high knowledge, associated with the prevention of their family environment. This study demonstrated that multimedia didactic strategies are an important factor to take into account in the structuring of environmental education and citizen science projects. For future research, it is suggested to deepen the relationship between sociodemographic variables and ecological knowledge.

Didactic Innovation in Mathematics Using Technologies

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.

The Problem of Teaching Romanian as a Foreign Language to Students at Faculties of Medicine II

The case study we propose is conducted on the practical courses of Romanian for foreign students in the first and second years of study at the Faculty of Medicine, who embark on a process of acquisition of phonetic and lexical information, grammar, culture, and especially notions of specialised communication. The assertion we start from is that the common feature that foreign students share is that they are speakers of various languages – Romance languages, Germanic, Slavic, Turkic, Finno-Ugric ones etc. The characteristic feature of student groups at Medicine is that there are few students with oral and written communication skills in Romanian (expect Slavic speakers, who live in neighbouring countries – Bulgaria, Serbia, etc) and they will be integrated, for methodological reasons in Group A. The proposed objective here is to study the role of language contact in making the teaching of Romanian more effective. Similarly few are the students who master theoretical notions of Phonetics and Morphology (German students and those who come from Albania) who belong to group B. The aspect to be studied in depth in the case of Group B students focuses on the need for a contrastive, comparative method of teaching Romanian. Arabic students, those coming from India, USA, Nordic countries, France, Portugal, Spain who never came into contact with speakers of Romanian do not have the ability to communicate with speakers of Romanian nor the capacity to understand various simple messages, reason for which they are placed in Group C. Access to theoretical concepts of Romanian grammar is very difficult for students in this latter group. The general conclusion to be drawn is that teaching Romanian as a foreign language to students of Medicine is a permanent challenge regarding methodology, didactic strategies, and particularities of their native tongues.

Decision-making for children and adolescents: a scoping review of interventions increasing participation in decision-making.

To review and synthesize the literature on interventions to facilitate shared decision-making or to increase participation in decision-making in pediatrics focusing on interventions for children and adolescents. We systematically searched three electronic databases (September 2021, update in September 2022). We included studies that aimed to increase involvement of children and adolescents in medical or treatment decisions, regardless of study design and reported outcomes. Study quality was assessed using the MMAT. The synthesis strategy followed a narrative methodology. 21 studies met the inclusion criteria. Interventions aimed to increase participation by provision of information, encouraging active participation and collaboration. Didactic strategies included digital interactive applications (n = 12), treatment protocols and guiding questions (n = 12), questionnaires or quizzes about patients' condition or their knowledge (n = 8), visual aids (n = 4), and educational courses (n = 1). Findings indicate positive effects on some of the investigated outcomes. However, the heterogeneity of studies made it difficult to draw consistent conclusions about the effectiveness of interventions. Interventions used a variety of approaches to facilitate SDM and increase participation. The findings suggest that interventions have inconsistent effects across different outcome variables. The evidence was limited due to the methodological shortcomings of the included studies. To increase the participation of children and adolescents in decision-making, interventions targeting them are needed. Most intervention focus on the provision of information and encouragement for active participation. The results suggest high feasibility and, mostly, positive effects in participation, health-related knowledge, patient-HCP relationship, and adherence The study highlights that further high-quality studies using similar outcome parameters are needed to investigate the effects of interventions to facilitate participation in decision-making.

Socio-Formative Didactic Strategies to Strengthen Social Skills in Medical Technology University Students, 2021

The results of the investigation were aligned with the objective of determining the influence of the program in the strengthening of social skills in university students of Medical Technology of the National University of Jaén. It is an applied, explanatory, longitudinal research, with a quantitative approach and quasi-experimental design, with pre-test and post-test in experimental and control groups. The hypothetical-deductive method was used, with a population of 289 students and 80 for the sample. The Observation Form and the Social Skills Evaluation Scale were used. The results showed a good to excellent level of social skills in all the participants of the experimental group of the II and VI cycle. The means per academic cycle increased by 32 and 35.75 respectively. By dimensions according to academic cycle, the first social skills increased by 6.2 and 5.4, advanced social skills by 5.05 and 4.85, skills related to feelings by 5.45 and 5.1, alternative social skills to aggression by 3.95 and 6.7, social skills to cope with stress by 7.4 and 8.45, and finally social planning skills by 3.95 and 5.25 respectively. In conclusion, the program has a significant influence on strengthening social skills in university students, with a greater influence in the experimental group of the VI cycle (35.75 percentage points).

What Happened to Joy? A Metastructural Examination of Joy in the Summa theologiae

Abstract: In Question 31 of the Summa theologiae, Prima secundae , Aquinas puts forward a distinction between bodily pleasure and joy, then argues for the superiority of the latter over the former. Given this, the reader expects an analysis of joy to follow, yet Aquinas does not devote a single question to its examination in his treatment of the passions. Indeed, scholars have long puzzled over Aquinas’s choice to instead focus the majority of his treatment on bodily pleasure. I contend that a close examination of questions 31–39 reveals the fittingness of Aquinas’s treatment of joy in his section on the passions. I argue that his careful usage of joy can be seen as an intentional didactic strategy that points the reader beyond the passions and towards the fruits of the Holy Spirit that spring from infused virtue. By causing the reader to hope for an examination of true joy in questions 31–39 of the Prima secundae , and subsequently delaying any examination of joy until question 28 of the Secunda secundae , Aquinas points to the subordination, though not the denigration, of the bodily passions and acquired virtues to the supernatural end of man.

Discussion groups in teacher training: analysis of inclusive didactic strategies

The present study analysed the use of active and participatory methodologies in teacher training, exploring inclusive didactic strategies from Universal Design for Learning (UDL), using a mixed methodology. The data were gathered through discussion groups (DG). The main aim was to promote active and participatory methodologies in higher education through the use of inclusive didactic strategies. The sample was constituted by 73 students of the Degree of Primary Education from the Faculty of Education Sciences at the University of Seville (Spain), who were organised in 20 DGs. The research instruments employed were: UDL training session sheet and DG script on inclusive educational strategies and UDL. These instruments were validated by expert judgement. The results were organised by strategy, based on UDL guidelines (quantitative data: frequencies and percentages), and the data obtained from the DG minutes (qualitative data: content analysis) were organised by UDL dimension. The results confirm that the use of different didactic strategies favours reflective and critical thinking and promotes participation, generating shared knowledge and information management in different formats using ICTs, thereby contributing to improving the quality of teacher training.

Characteristics of educational experiences in STEM education in Medellin

STEM education seeks to respond to the challenges of the fourth industrial revolution and to prepare future generations of the city in 21st century skills and scientific and technological vocations. This article aims to identify the characteristics of the educational experiences lived in processes of partial and total implementation of the STEM approach. To this end, the article is located in the empirical-analytical paradigm, with a population of 2,511 teachers and 18,421 students from the 10th and 11th grades of 75 educational institutions in Medellin. The probabilistic random sampling (confidence level of 95% and margin of error of 5%) shows a sample of 390 teachers and 384 students. However, after filtering, data from 570 teachers and 3,262 students collected through a survey of 139 questions (Likert, dichotomous, polytomous, and multiple choice) were analyzed. The results allow identifying problem-based learning as the most implemented didactic strategy; the area of technology and information technology with the highest integration into the curriculum; the greatest uses of ICT are for communication and collaboration; the most implemented digital competencies are for surfing the internet and using email, and the partner with the most significant participation is the state, represented in different public and private organizations. Among the conclusions arises the need for a greater reflection and awareness of the processes and learning achieved by researchers and educational institutions to strengthen students' scientific and technological training.

OPEN SOURCE TEXTBOOK AS A RESOURCE FOR THE TEACHING-LEARNING PROCESS OF ALGEBRA IN INITIAL TRAINING OF MATHEMATICS TEACHERS

Objective: To determine the implications of the use of open source text in the teaching-learning process of algebraic structures in the initial teacher training of the mathematics specialty in a state university in Peru. Theoretical Framework: The conceptual and epistemic bases of open learning are systematically addressed through interactive texts, as well as the aspects related to the teaching-learning process in university higher education. Method: The study has a mixed approach, pre-experimental design and correlational level, the target population was mathematics education students and a sample of 46 randomly chosen students, data collection is carried out through a diagnostic questionnaire, another multiple alternative and an interview, in the study sample classes are held through the open source book; then the learning achieved at the conceptual level is evaluated. procedural of algebraic structures. Results and Discussion: In this research it is evident that students did not know the open source online text for the study of mathematics, but they have skills in the use of digital technology; but with the use of the digital book they assimilate the concepts, perform demonstrations and solve problems efficiently, raising their level of motivation towards learning. Thus, the relevant use of open source books significantly improves learning and the development of mathematical competence in students. Research Implications: Strengthening of interactive and personalized activities for a comprehensive training of mathematics content mediated by digital technology, reinforcing in a sustained way the culture and mathematical competence of teachers in initial training. Originality/Value: Implementation of an innovative approach in pedagogical practice, through the use of open resources for the assimilation of mathematical concepts and procedures in a dynamic, efficient and effective way. The value of research is evidenced in the praxis of didactic strategies in the context of the digital age, oriented to the knowledge of algebraic structures by mathematics teachers.

Implementation of Games as a Pedagogical Strategy to Enhance Meaningful Learning of Mathematics

Objective: The objective of this study is to investigate how the implementation of a pedagogical strategy supported by playfulness affects the improvement of meaningful learning in mathematics. Theoretical Framework: The game as a didactic resource has been used in the teaching of mathematics with different purposes in this study its use is supported by the Colombian legislation on education and recreation of youth. Method: The methodology adopted for this research comprises an action research strategy using an experimental design with a sample of 35 students and a control group of the same number. Data collection was carried out using a Likert scale. Results and Discussion: The results obtained revealed that better results were obtained in the written test after the pedagogical intervention. In addition, it was observed that the attitude towards mathematics was reinforced. Research Implications: Based on the results, the opportunity arises to create guides and teaching materials based on the strategy of playful games used in the project. Originality/Value: This study offers empirical evidence on the usefulness of games as a didactic strategy not only to improve the learning of certain mathematical concepts but also to improve classroom coexistence.

Learning Experiences and the Development of Critical Thinking in Students of Early Childhood Education at Public Universities – 2023

Introduction: This study explores how learning experiences at public universities impact the development of critical thinking in early education students in 2023. Objective: To determine the influence of learning experiences on the critical thinking of early education students, identifying effective didactic strategies for its promotion. Methodology: Utilizing a quantitative approach, data were collected from 247 early education students across various public universities in Peru through structured surveys. These surveys were designed to measure students' perceptions of their learning experiences and their impact on critical thinking, including items related to communicative, reflective, and problem-solving competencies. The instruments' validation was ensured through reliability and validity analysis, and data were statistically analyzed using SPSS V.25 software to examine the relationships between variables. Results: The findings indicated a positive and significant correlation between carefully designed learning experiences and the enhancement of students' critical thinking. This link underscores the critical value of adopting didactic strategies focused on fostering critical thinking, showing that when students are immersed in learning environments that challenge their abilities and promote reflection, their capacity to analyze, synthesize, and evaluate information significantly improves. Conclusions: The findings highlight the necessity for universities to continuously implement and adapt their pedagogical methods to foster meaningful and critical learning. This research contributes to understanding how educational experiences can be designed to enhance critical thinking, providing a foundation for future curricular and pedagogical developments in higher education.

INTEGRATING THE NATURE OF SCIENCE IN TEACHING SCIENTIFIC THEORY IN HIGH SCHOOLS IN CAMEROON: CASE STUDY OF THE ATOMIC THEORY

Questions about the Nature of Science (NOS) have long preoccupied scientists, but recently, researchers in didactics, curriculum designers and science teachers have been concerned about how NOS can improve the teaching and learning of scientific concepts and theories. While some authors have argued that science students be taught about the Nature of Science explicitly, others suggest it should be taught implicitly when teaching scientific concepts. However, not much research has been done on how to implicitly integrate NOS principles in teaching scientific concepts in a competencies-based approach context. We believe that for learners to significantly improve their learning of scientific concepts, they need to understand the Nature of Science. Thus, we propose the tenets of NOS be taken into account in the design of teaching and learning activities in the experimental sciences. This reflective article proposes a didactic strategy to implicitly teach NOS when teaching scientific theories like the atomic theory using problem situations in the context of the competencies–based approach prescribed in Cameroon.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0720/a.php" alt="Hit counter" /></p>