Didactic Strategies Research Articles

Relationship between Nature of Science Tenets and High School Students’ Acceptance of Evolutionary Theory in Cameroon

Purpose: Low levels of evolution acceptance have been reported among students in several articles using the Measure of Acceptance of the Theory of Evolution (MATE) instruments. Amongst possible causes listed in literature are students’’ religious, sociocultural background and educational approach used in teaching. Some studies have revealed that students who have a better understanding of the nature of science (NOS) are more likely to accept evolution, but the relationship between NOS and MATE has not been scientifically established. This article seeks to establish the relationship between NOS and MATE. Materials and Methods: A cross sectional survey was done using Structural Equation Modelling (SEM) techniques to investigate the extent to which NOS tenets enhance biology students’ acceptance of evolution using 482 purposeful and convenient sample size. The validity and reliability of the NOS and MATE instruments were investigated and standardised using Exploratory and Confirmatory Factor Analysis. Thereafter, a hypothesised SEM model was conceptualised and tested. Findings: The model provided a reasonable good overall fit. Only understanding of three NOS tenets namely: The empirical nature of science; use of observation and inferences in science; and the nature of scientific laws and theories has a strong positive statistically significant direct effect on acceptance of evolution. The tentativeness, subjectivity and objectivity of science, and the use of creativity and imagination in science did not significantly enhance acceptance of evolution. Implications to Theory, Practice and Policy: This can serve as a candidate theory for further investigation. It could have implication in the development of didactic strategies to overcome misconceptions in evolution.

Gamification in The Teaching-Learning Process of History, to Optimize Pedagogical Strategies in Unified General High School Education

Objective: The study analyzes the gamification in the teaching of History to improve pedagogical strategies in students of second of high school. Its objectives include diagnosing the intrinsic motivation towards history, describing the theoretical and methodological foundations of gamification, and proposing motivational strategies aligned with curricular objectives. Theoretical reference: Gamification is presented as a didactic strategy that promotes motivating and interactive learning. Active methodologies based on constructivist theory favor active participation, cooperative work, problem solving and encourage creativity, reflection and criticism, although their use in classes is limited. Method: The methodology is quantitative descriptive, using a questionnaire applied to 40 students of second of baccalaureate of the Miguel Ángel Suárez Private School in Loja, Ecuador. Results and conclusion: The results indicate that gamification improves motivation and intrinsic participation in learning history. It is crucial that teachers integrate gamified strategies into teaching planning to develop critical and historical analysis skills in an attractive way. Originality/value: Research provides a solid foundation for implementing gamification as an effective tool for developing critical, historical and analytical skills, making learning more engaging and relevant. It combines constructivist theories with active methodologies, offering a valuable resource to adapt traditional pedagogical strategies to new educational demands through the integration of digital resources.

Didactic strategy of linear algebra with collaborative learning in mathematics pedagogical training

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.

Contributions to the characterization of the Schema using APOS theory: Graphing with derivative

This study contributes to Action, Process, Object, Schema (APOS) theory research by showing two approaches used by advanced mathematics students to construct relations between higher-order derivatives to solve complex problems. We show evidence of students’ ability to perform Actions on their graphing derivative Schema, that is, of its thematization. It also contributes to the literature on the learning of differential calculus by showing how advanced students use their knowledge to construct relations between concepts when facing complex situations. The work of three graduate students on transforming complex graphs and determining their properties and their relation to the domain structure is analyzed to determine their solution approaches. Their graphing derivative Schema is analyzed in depth in terms of the construction of relations among the Schema structures and assimilation and accommodation mechanisms involved in thematization in APOS theory. These findings are important in informing and developing didactic strategies to foster university students’ understanding of derivatives, which can smoothe the transition to the study of advanced mathematics courses.

The social language environment – domain: ECEC teachers’ self-reported ratings of strategies in teaching literacy

ABSTRACT ECEC settings are children's first contact with early education, and ECEC teachers are expected to encourage and support children's early literacy development. This study aims to pilot test the self-assessment tool Social Language Environment – Domain, (SLE-D), in order to gain more knowledge about teachers’ strategies when teaching literacy. Fifteen ECEC teachers used the tool as a support to focus on didactic strategies that provide conditions for children's early literacy development over 22 months. The data consists of (N = 299) self-reported and rated teaching activities across four time-points. Cronbach's alpha showed satisfactory internal consistency for the entire self-assessment tool, while each domain showed somewhat lower levels of consistency. Principal component analysis suggested a 5-factor solution, indicating subdimensions of the three dimensions. However, item mean values showed notable changes in ECEC teachers’ ratings, which can be interpreted as teachers developing their strategies in literacy-related play activities by using the tool.

Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers. Research Implications: Research suggests that the use of TIG in secondary education can be an effective tool to improve the geographic and analytical competencies of students. In addition, the importance of integrating these technologies in a way that supports geographic learning rather than focusing exclusively on the management of the tools is highlighted. Originality/Value: This study presents an innovative approach to using TIG in secondary education to develop key competencies in students. The originality lies in the combination of advanced technologies with a competency approach in the teaching of geography, which could serve as a model for future educational applications in other contexts.

Student Teachers’ Perception of Science Teaching in Croatia

In the Republic of Croatia, all education-related documents, reforms, and changes at all levels of education rest on a constructivist approach to learning and teaching. The initial teacher education system should take responsibility for introducing new methodological scenarios, didactic design of spaces, and equipment that are compatible with contemporary learning theories and support multiple learning styles. This paper aimed to identify and compare the perceptions of teacher education students in the Republic of Croatia regarding the teaching of Science. Students’ perceptions in the academic year 2022/23 were compared to the academic year 2011/12 when the research was first conducted. This paper included teacher education students in their 2nd (N=366) and 5th year (N=386) of study from three Croatian universities. Students’ perception of teaching was assessed through drawings, the analysis of which indicates the students’ self-perception as teachers during the teaching of Science and reveals their preconceptions about teaching and learning. The results show that 2nd-year students are more likely to perceive themselves in teacher-centered environment. Furthermore, 2022/23 generation students are more likely to perceive themselves in teacher-centered environment when compared to students 11 years ago. For 5th-year students, there is no statistically significant difference in the perception of teaching between the 2011/12 generation and the 2022/23 generation. However, when the results are categorized on the continuum of teaching theory, it is evident that 24% more of them perceive themselves to be in teacher-centered classes in 2022/23 and 20% less in student-centered environment as opposed to 11 years ago. Therefore, it is recommended to modernize higher education teaching with new didactic solutions, strategies, and technologies that will help students change their perceptions of teaching and learning, and subsequently implement it once they start working.

Physicians’ and residents’ educational needs regarding shared decision making: A focus group study

ObjectivesTo explore the educational needs of physicians and residents regarding shared decision making (SDM). MethodsWe conducted eight focus groups with 12 general practitioners (GPs), 14 hospital specialists, 12 hospital specialist residents and 13 GP residents in Belgium. We used thematic analysis to guide data analysis. ResultsWe identified five educational needs: (1) the need for a clear understanding of the definition of SDM and its scope; (2) how to deal with a changing professional identity; (3) acquisition of skills to perform SDM; (4) the need for reflective practice in a supportive environment; and (5) sustainable and longitudinal integration in education. ConclusionsThis is the first focus group study emphasizing dealing with a changing professional identity as an educational need, besides the need for SDM-related knowledge and skills. Physicians stated that implementing spiral learning is needed at all stages of medical training, aimed at all specialties to foster interprofessional collaboration. Practice implicationsOur findings can support development of future educational SDM interventions, integrating both competence development and professional identity formation. We provide practical recommendations on didactic formats and strategies, hoping to finally reach better implementation of SDM in daily practice.

ALFABETIZAÇÃO MIDIÁTICA E FAKE NEWS: DESAFIOS E ESTRATÉGIAS NO ENSINO DE PORTUGUÊS PARA A FORMAÇÃO DE ALUNOS CRÍTICOS

In the current context, media literacy has emerged as an essential skill for the formation of critical and well-informed citizens. This article addresses the importance of integrating this skill into the school curriculum, especially in the teaching of Portuguese. Initially, the challenges faced by educators when dealing with the vast amount of information available and the proliferation of fake news are presented. The lack of criteria for assessing the veracity of information and the influence of social networks make students vulnerable to misinformation, highlighting the urgent need for effective media education. The article then explores various didactic strategies that can be implemented in Portuguese teaching to combat disinformation. These include developing critical thinking, analyzing information sources and encouraging the production of responsible digital content. Practical activities such as news debates, fact-checking and school media projects are suggested to engage students in an active and meaningful way. Finally, the formation of critical learners as a central objective of contemporary education is discussed. Media literacy is presented not only as a complement to traditional Portuguese teaching, but as an integral component that prepares students to face the challenges of the digital age. The article concludes that by enabling students to recognize and question false information, schools play a fundamental role in promoting a more critical and informed society.

Anatomy education in low-resourced countries: What are challenges and effective and affordable educational strategies? A qualitative study

Purpose With limited means, resource-deprived countries must find ways to organize education to meet standards. Few reports exist about anatomical education in LLMICs. This study explores how anatomy teaching is sustained in countries with few resources and which affordable educational strategies are applied to uphold quality. Methods A mixed-methods study with anatomy teachers from public medical schools in low or lower-middle income countries (LLMICs) in Africa, Asia, Europe, and Latin-American was performed through survey via email combined with semi-structured online interview with teachers, exploring survey results at a deeper level. Results LLMICs available to be surveyed, 13 and 8 were found to respond to a written survey and oral interview invitation, face significant teaching challenges, primarily due to lack of funds. These are faculty shortages (low salaries and high student-to-teacher ratio) and inadequate infrastructure (internet, electricity, poor classroom conditions). Solutions were associated with didactic strategies (social media, e-learning, image-based learning, applied anatomy), expanding teaching capacity with less qualified and part-time faculty, student-organized education, and self-financing (teaching resources subsidized by teachers and students). Which was triking was teacher commitment despite difficult circumstances. Teachers propose better faculty management, increased anatomy staff recruitment, and collaboration with other institutions. Conclusions Anatomical education in LLMIC is forced to adapt to the socio-economic context, rather than to trends in medical education worldwide. These adaptations are supported mainly by the teachers ‘commitment.’

The Influence of Decisions Planning an Out-of-Class Academic Festival on Statistics Teaching Practices

Some researchers in mathematics education have studied the decisions professors make during classroom context activities. These decisions are explained by several factors: 1) how professors conceive the structure of mathematics; 2) what they know about the mathematical content; and, 3) what they consider the best didactic strategies to improve students' learning. Based on these studies, this article explores how two professors’ decisions, made beyond classroom contexts, influence their teaching practice. Two professors, who were teaching the same probability course, participated in this study. We apply Wenger’s theory of Communities of Practice to analyze such influence in terms of the way these professors participated in, and reified, their out-of-classroom decisions. This study allowed us to perceive that decisions taken at faculty meetings are not always relevant to students’ understanding of concepts, however, it did not enlighten us as to the process that led the professors to make their decisions.

Design and implementation of a novel didactic strategy using learning styles for teaching control theory

This paper explains the design and implementation of a novel didactic strategy based on learning styles for teaching automatic control theory in engineering. Traditional research on engineering education has worked to develop teaching methodologies, educational resources, and assessment tasks without considering the learning styles of the students. However, it is important to consider the learning styles of students to increase the number of useful tools that aid students in understanding abstract ideas and difficult concepts. To demonstrate that it is possible to design excellent courses of automatic control by using class activities concerning the learning styles of students. The proposal includes knowing the learning styles of students that enable professors to design appropriate didactic strategies based on the student needs. The proposed didactic strategy is appropriate and enhances the understanding of difficult concepts related to automatic control.

Analysing student satisfaction with teaching strategies in vocational education

PurposePedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.Design/methodology/approachA quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.FindingsThe findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.Research limitations/implicationsThe limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.Originality/valueLiterature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

A geometric interpretation of the Peano Axioms as a didactic strategy for teaching and learning natural numbers

Peano’s axioms are a set of propositions that allow a formal definition of the set of natural numbers. In these axioms, Peano rescues the essence of counting objects and materializes it by assuming the existence of a set, of a function in this set (which he calls successor) and an axiom of induction. In this work a geometrical representation and interpretation of each of these axioms is made, which allows understanding the independence and necessity of each one of them, which facilitates giving the conceptual rigor of them by making use of mathematical language. Finally, using Euclidean geometry, a geometric construction of a system of natural numbers on a straight line is made.

Methods, didactic strategies, and educational experiences with ICT for pre-reading in childhood

Background: Learning pre-reading skills through formal education in early childhood is vital for a child’s future personal and professional development. In this regard, integrating appropriate teaching methods and didactic strategies with the support of information and communication technologies (ICT) can facilitate this phase in the development of reading skills.Aim: To conduct a systematic literature review (SLR) to investigate and analyse the scientific and academic production of methods, didactic strategies, and educational experiences with ICT applied to pre-reading development in children aged 3 years to 5 years.Method: This study was carried out through an SLR, involving eight steps that enabled the systematic and structured selection, evaluation, and analysis of qualitative research located in Scopus and Google Scholar, using quality criteria systematically and structurally.Results: The selected and analysed studies correspond to the period 2017–2022, responding to the research questions raised in this work. Notable methods include Global, Doman, Geempa, Montessori, and synthetic, among others. The integration of interactive stories, songs, images, role-playing, dramatisations, visual cards, and other strategies was highlighted to enhance pre-reading learning. Research demonstrates their importance in promoting pre-reading activities through the use of digital tablets, multimedia resources, e-books, and applications.Conclusion: The utilisation of suitable didactic methods and strategies, coupled with the implementation of educational practices involving ICT, enhances the pre-reading process in preschool children.Contribution: An amalgamation of methods, didactic strategies, and technological resources, transferrable to diverse contexts, facilitates the development of pre-reading skills in early childhood.

STEM activities for heat transfer learning: Integrating simulation, mathematical modeling, and experimental validation in transport phenomena education

This communication showcases teaching strategies implemented in a Transport Phenomena course at the undergraduate level to understand heat transfer by conduction, incorporating elements of STEM education (Science, Technology, Engineering, and Mathematics). The educational proposal focused on designing four STEM Workshops under the design-based research methodology. In the first one, interactive simulations were designed using the PDEtool of MATLAB so that the student could visualize the heat transfer phenomenon using color palettes to build the corresponding isotherms. In the second workshop, a hands-on laboratory kit based on ARDUINO was designed in which the student could experimentally validate the studied phenomenon, while in the third workshop, MATLAB was used to visualize the analytical solution of the heat equation. Finally, in a fourth workshop, a detailed mathematical modeling and simulation of the phenomenon was performed using COMSOL. The didactic strategy was evaluated in groups of Transport Phenomena in 2020 (n=42), 2021 (n=40), 2022 (n=21), and 2023 (n=32) terms for engineering students. Through its application, the students understood the basic concepts of computer-assisted process simulation and improved their skills, allowing the implementation of the B-Learning model in the Transport Phenomena course. In all cases, teaching materials, "ready-to-use" codes, and step-by-step instructions have been provided. Readers are invited to use the tools to contribute their evaluations.

Use of Information Technology in Physical Education Lesson

The use of new technologies in physical education requires teachers to have a set of knowledge and skills that would favor the use and capitalization of new technologies in the didactic activity. These modern technologies, used in the physical education lesson, represent one of the most complex forms of integration of informal education into formal education. Contributing to the efficiency of the researched study, the use of these information technologies in the teaching-learning-evaluation process achieves the diversification of didactic strategies, allowing the student access to various structured information, presented in different ways of visualization. Technology has enough potential to simplify effective physical education instruction and provide teachers with key information. In this study, I aimed to use information technology in physical education classes to increase the performance of learning sports skills in physical activities among primary school students, respectively the 4th grade.

Estrategias metodológicas en el módulo cultivos de ciclo corto y su influencia en el desarrollo de habilidades laborales en estudiantes agropecuarios

Short-cycle crops contribute to food security and sustainability. The research focuses on proposing didactic strategies for the short cycle crops module in order to train high school graduates who contribute to the economic and social development of the community. The methodology used was a field investigation, of a descriptive nature, and a mixed quali-quantitative approach with empirical methods and theoretical methods such as analytical -synthetic, historical-logical, deductive-inductive. The results reflect that the traditional teaching paradigm was used and the strategies proposed by the ministry were not applied. The students perceived the module as monotonous and boring, uninteresting and not at all transcendental, which is why problem-based learning strategies are proposed, based on research, gamification, Design and Visual Thinking, showing through a correlation matrix that the strategies create learning environments. dynamic learning that enhances collaboration, creativity and strengthens the professional skills of high school graduates to adapt to diverse and changing work situations in the agricultural sector.

Evaluation of the use of educational podcasts as a collaborative learning tool taking into consideration participation in its creation

This paper analyses the result of applying podcasts as a teaching-learning tool for university students. Using a quantitative methodology, with a descriptive and correlational design, Levene's inferential t-test for equality of variances was used to compare two groups of students to assess if there are differences regarding the academic, design, usability and learning variables, in order to verify the differences between students creating the contents and those only listening to the end result. A sample of 461 students was used in this research, distributed in two groups. In the first group, the teaching staff oversaw preparing and carrying out the dynamics of the podcast. In the second group, the students collaboratively created the podcast. To analyse the differences between the two groups, the Educational Innovation Questionnaire (CINNE) was applied, based on the Podcast Evaluation Questionnaire, QAEP (Alarcón and Blanca, 2020), and the SUS Scale (Brooke, 2013). The results indicate significant differences (99.95% CI 99.95%) between the groups in the usability and design dimensions. No gender differences were found. In conclusion, this research paper has confirmed the effectiveness of using podcasts as a didactic strategy, in particular regarding its accessibility, use, and design by students.

Attitude and readiness of utilizing virtual reality simulations in interprofessional education to facilitate prompt and safe hospital discharges in England

ABSTRACT It can be challenging in England to provide interprofessional education (IPE) in hospitals due to practitioners’ availability, high workload, difficulty to backfill, and training costs. Furthermore, most of the IPE training is facilitated by a didactic teaching strategy in a classroom which fails to engage practitioners to understand each other roles and responsibilities, work procedures, policies, issues related to resources, and their pressure points. Technological innovation, in particular virtual reality has opened up a door to overcome these challenges by enabling practitioners to access IPE virtually, and it provides an immersive experience to them. It is not clear whether health and social care practitioners in England would accept and be ready to embrace this type of technology. Hence, this research study aims to understand attitudes and readiness to access virtual reality simulations (VRS) as a teaching modality and pedagogical tool. Health and social care practitioners (n = 22) attended two focus groups after engaging in a VRS and agreed that it could give them valuable learning experiences where they would be able to learn and practice soft skills in a safe environment to discharge people promptly and safely.