Didactic Tool Research Articles

THE INTEGRATION OF PROFESSIONAL AND PATRIOTIC EDUCATION OF STUDENTS IN THE PREPARATION OF INDIVIDUAL RESEARCH PROJECTS “MY FUTURE PROFESSION”

The article reveals the joint work of the authors on the creation of the Concept of integration of students’ professional and patriotic education in the preparation of individual research projects. The relevance of the Concept is substantiated through the study of the demands of society and the state, enshrined in the regulatory documents of the Ministry of Education of the Russian Federation. The purpose of the Concept is the formation of theoretical and methodological foundations for the development of a methodological system for the integration of professional and patriotic education of students of the 10th-11th forms. The didactic tool is independent mental work on an individual research project (IRP) “My Future Profession” in accordance with the technological and socio- economic profile. The authors of the article have developed conceptual provisions for the integration of professional and patriotic education of students when implementing the universal structure of the IRP “My Future Profession”, which contributes to the personal growth of students

Использование мультимодальных текстов для развития навыков говорения на русском языке у китайских студентов

Introduction. In the context of the development of cooperation between Russia and China, the importance of communication as a means of interethnic, intercultural and interpersonal communication is increasing. The search and creation of didactic tools for the more successful development of Chinese students' speaking skills in Russian, which are communicatively significant and difficult to master, are urgent tasks. The purpose of this article is to describe the extralinguistic causes of difficulties in developing the Russian speaking skills of Chinese students and to reveal the linguodidactic potential of multimodal texts for teaching speaking in Russian. Research methods include theoretical analysis, pedagogical observation and generalization of pedagogical experience. Results. The authors of the article identify as extralinguistic reasons for difficulties in developing skills among Chinese students: the isolation of textbooks from modern communication practice, a limited number of classroom hours, the written form of passing exams in Russian at Chinese universities, excessive dependence of students on translation programs and low motivation to speak. The authors conclude that the use of multimodal texts motivate students to speak in Russian by mobilizing various channels of information, topical issues, background information about Russian culture and creating a more relaxed and natural atmosphere in the classroom. Scientific novelty. The linguodidactic potential of using multimodal texts for the development of speaking skills is revealed. Practical significance. The use of multimodal texts will help the teacher to improve the level of Russian speaking skills of Chinese students, especially in the absence of a language environment.

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

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

Practice-oriented tasks as a tool for testing the readiness of high school students for elective courses in informatics

The article substantiates the importance of incoming control for elective courses in informatics. It shows what didactic tools can be used to implement this control. Several elective courses in informatics developed by students of the Physics and Mathematics Department of the Mordovian State Pedagogical University named after M. E. Evseviev on the university discipline "Technology of development and methodology of conducting elective courses in informatics" are given. For each of them, developed practice-oriented tasks for the incoming control are given, which take into account the minimum set of knowledge and skills of schoolchildren necessary for successful assimilation of the material by the latter. Possible results of completing the tasks of the incoming control are demonstrated and it is shown what information a teacher can extract from them in order to effectively create an elective course, including the choice of forms and methods of teaching, organizing the activities of students, combining them into pairs or groups to perform joint project work.

What Creativity Can Teach Play: A Theoretical and Empirically Informed Discussion of the Relationship Between Play and Creativity in Playful Learning Didactics

This article explores the relationship between play and creativity within an educational context, both theoretically and empirically. Empirically, it analyzes and discusses twelve didactic playful learning tools developed by educators in higher education as part of the Danish Playful Learning Project. Theoretically, it outlines key discussions within the field of creativity and relates these to play theory. From the perspective of creativity theory, the study suggests that incorporating coincidences, disruptions, and domain-general approaches in playful learning can enhance participation opportunities, foster flexible thinking, allow room for experimentation, and provide freedom from rigid rules. However, it may also limit possibilities for expression, immersion, improvisation, elaboration, and craftsmanship. Thus, the article demonstrates that insights from the field of creativity can help clarify and improve didactical choices in playful learning.

Future Teachers' Perceptions towards Incorporating Board Games to Teach Mathematical Skills in History Classes

Literature has emphasized the value of multidisciplinary learning strategies and the necessity of educating students to solve complex problems. It also pointed out the importance of teacher’s beliefs in their practices. The purpose of this study is to understand how future teachers recognize the board game Caravelas as a didactic tool to help elementary school students develop math skills in History and Geography Portugal (HGP) classes, in a multidisciplinary way. A board game intervention was employed in the study, and both quantitative and qualitative data were gathered from sixteen future teachers enrolled in the Didactic of HGP course during their third year of the Basic Education programme. Two questionnaires were used along with a focus group discussion. The findings indicate that this group of future teachers thinks Caravelas can help students achieve their learning goals in mathematics and HGP, as well as develop their reasoning, problem-solving, and social skills. Future teachers believe Caravelas can be used as a didactic tool to integrate mathematics into HGP subjects and support multidisciplinary learning.

Word in the Teacher’s Hands (Word as a Didactic Tool)

Word in the Teacher’s Hands (Word as a Didactic Tool)

Promoting breast health among female adolescents: a comparative analysis of the effects of two didactic tools on knowledge and practice regarding breast self-examination in Southwest Nigeria

BackgroundTeaching effective methods for breast self-examination (BSE) to adolescent females is essential for promoting early detection and improving outcomes in breast cancer management. This study therefore aimed to compare two pedagogical tools for teaching BSE among adolescent females.MethodsA quasi-experimental design with a group for pre- and post-intervention tests was adopted. The sample included 970 female senior secondary school class I-III students. The Yamane formula was used to determine a sample size of 276. Pre- and post-intervention data were collected using an observation checklist for practice and a validated questionnaire with a Cronbach’s alpha coefficient of 0.76 for knowledge of BSE. A proportionate stratified random sampling technique was used to determine the number of participants for each group. Among the 276 participants, 161 were taught the traditional method (TM), i.e., a lecture, and 115 were taught using the modern method (MM) by watching a podcast that contained BSE lessons. Post-intervention data were collected after six weeks. The data were analysed using descriptive and inferential statistics at a 5% level of significance to compare the effectiveness of the methods.ResultsThe findings of this study showed that the participants’ mean ages across the two methods were 15.49 ± 1.65 and 15.43 ± 1.40 years for the traditional method (TM) and modern method (MM), respectively. Pre-intervention mean BSE knowledge scores in both the TM and MM groups were 8.19 ± 3.17 and 8.31 ± 2.39, respectively, and BSE practice scores were 7.17 ± 2.48 and 6.44 ± 2.75, respectively. Post-intervention knowledge mean scores in both the TM and MM groups increased to 13.75 ± 4.09 and 16.92 ± 2.91, respectively, and post-intervention practice scores increased to 13.06 ± 2.74 and 15.68 ± 3.12, respectively.ConclusionThis study revealed that both teaching methods were effective at teaching breast self-examination among female adolescents; nevertheless, modern methods are more effective at teaching breast self-examination among female adolescents.

Teaching Human Geography Sustainability: The Concept of the Anthropocene as a Didactic Tool for Higher Education

Thesis. This critical reflection outlines the didactical challenge of teaching human geography in higher education, focusing on the concept of the Anthropocene as a tool for highlighting sustainability issues. Concepts. The critical reflection discusses the diverse knowledge production traditions, including modernist, postmodernist, and post-postmodernist approaches. It highlights the importance of understanding the ontological and epistemological assumptions underlying these frameworks, in relation to human geography, the concept of the Anthropocene and sustainability. Results and conclusion. The suggestion is a fourfold strategy for improving human geography education: emphasizing the relevance of knowledge production, understanding its impact on the student-teacher relationship, enriching teaching with epistemological discussions, and presenting the Anthropocene as a contested ontological concept rather than a predefined framework. Originality. This critical reflection offers a novel perspective on human geography higher education in how the concept of the Anthropocene can be used for didactic purposes. The paper argues that the concept of the Anthropocene can function as a didactic tool for higher and human geography education, by drawing out the human element within scientific knowledge production.

Software testing education. Teaching the concept of confirmation bias from a pragmatic perspective of reasoning / La formación en pruebas de software. Enseñanza del concepto de sesgo de confirmación desde la perspectiva del razonamiento pragmático

Wason’s Selection Task, often used by information technology researchers, has traditionally highlighted the perceived inadequacies of software testers from a falsificationist perspective. However, a pragmatic approach to reasoning suggests that human cognition is influenced not only by logic but also by contextual factors. This perspective suggests that testers’ deficiencies may arise from prioritizing information relevance over strict logical adherence. Addressing confirmation bias and contextual influences is crucial for a comprehensive understanding of the issue and for developing new testing strategies. Experiment 1 examined two thematic versions of the Wason task among computer science students, confirming enhanced performance in line with relevance theory. Experiment 2 showed students’ ability to grasp falsification concepts and apply them to abstract tasks. This suggests the Wason test’s value as a didactic tool for illustrating confirmation bias rather than solely assessing reasoning proficiency.

51257 Lymphoderma App - a didactic tool about primary cutaneous lymphomas

51257 Lymphoderma App - a didactic tool about primary cutaneous lymphomas

The Potential of Neural Networks in Teacher Preparation for Foreign Language Classes and Educational Content Creation

Artificial intelligence (AI) technologies are now being extensively used in various fields of human activity, including science and education. Neural networks, which are AI algorithms, are widely used in language learning. The relevance of this study is due to the need to study the potential of neural networks in the process of preparing a teacher of higher school for foreign language classes. Using neural networks, the university teacher demonstrates the ability not only to choose teaching materials but also to adapt them to the real learning environment, as well as to create new materials, taking into account various available resources and educational needs. The use of neural networks helps to optimize the process of teacher’s preparation for classes. This study aims to analyze the didactic potential of Twee and Perplexity AI neural networks, as well as to examine their use in the preparation for foreign language classes and the creation of educational content for students in various fields of professional training. The research methods we applied involved analysis, comparison, generalization of scientific literature, observation, study of experience and products of activity, analysis of educational literature, modeling of educational process. The scientific novelty of the study is the development of methods of using Twee and Perplexity AI neural networks in the preparation of a set of exercises on the formation of main types of speech activity among non-linguistic students. The conclusion can be drawn that it is necessary to further develop the methodology of teaching foreign languages with the help of artificial intelligence technologies which would help in generating the unique educational content and a set of communication exercises. Twee and Perplexity AI neural networks are effective pedagogical and didactic tools in teacher preparation for foreign language classes. Keywords: artificial intelligence, Twee and Perplexity AI neural networks, creation of educational content, methods of foreign language teaching, AI technologies application

Pages that leave a mark: the role of storytelling in the development of language, cognition, and memory in children

Children's literature plays various roles in the development of children, serving as an important pedagogical, didactic, and therapeutic tool. Fables and tales represent a global heritage, spanning generations, eras, and locations, responsible for educating, entertaining, and raising awareness in diverse populations. In this integrative review, it aims to gather studies on the importance and effects of storytelling, linking this act to its role in the child population and seeking to understand if there are already known effects in the literature that correlate it with the development of memory in these individuals. To this end, the present study was conducted through the search for published works available in the PubMed, Scielo, and Google Scholar databases, using the PICo qualitative strategy for integrative reviews. In this way, it is observed that this act has repercussions in various aspects of child development. From shaping values to aiding in the school environment, reducing anxiety, developing linguistic and auditory skills, as well as improving working memory in these individuals. Therefore, storytelling is not just a recreational activity but an essential practice that profoundly influences the emotional, cognitive, and linguistic well-being of children, directly related to their memory development. This review has contributed to the understanding that the telling and retelling of stories can be used as an intervention tool.

Sustainable meaningful learning through the tree of knowledge: a teaching project for Nepal

Introduction: The climate crisis and social justice are at the focus of UNESCO's 2030 Agenda, which presents 17 SDGs (Sustainable Development Goals) as a roadmap for the preservation of the planet. From the educational field, its achievement can be promoted through the design of educational projects that promote sustainable meaningful learning (SML) hand in hand with learning for social justice (LSJ). In this context, an innovative teaching practice was developed in 2021-22 using biosphere reserves in Nepal, in which students from the International Primary Education Teacher Degree Program designed teaching materials to be offered to nearby primary schools in Nepal, close to the selected biosphere reserve. Methodology: The students built knowledge models based on conceptual maps about the selected biosphere reserve, creating teaching units with activities aimed at students in Nepal. A tree of knowledge was also designed that summarized the joint project as a metacognitive tool for sustainable meaningful learning. Results: For the evaluation, a double rubric was used that analysed both the oral defence of the project and the different sections of the UD, and personal reflections were analysed, as well as the learning results and motivation. Discussion: Sustainable meaningful learning together with learning for social justice and the didactic tools that were used are very valid methodologies to stimulate international cooperation and promote meaningful, autonomous, motivating and sustainable learning.

Perspectives on donor-derived infections from the Notify Library.

It is impossible to eliminate the potential for transmission of donor-derived infections (DDI) when using medical products of human origin (MPHO). However, a thoughtful and systematic approach to donor evaluation can mitigate the risk. Prevention is a key issue, and physicians must maintain a high index of suspicion and remain vigilant in evaluating MPHO donors or recipients, as well as stay current on emerging infections. Biovigilance is the systematic monitoring of serious adverse reactions and events (SARE) that ensures the quality and safety of MPHO in transplantation. The Notify Library with its 2808 references is an available didactic tool that could support physicians in donor or recipient evaluation, inform biovigilance activity, and benefit the international scientific community. It provides free access to a large collection of many different types of SARE, identified mainly through the review of published articles and case reports from national or regional surveillance programs. The Notify Library includes many well-documented records of SARE in the field of DDI, representing a useful tool for assessing SARE associated with transplantation. It is continuously updated with new records, especially when a new type of incident is first reported. All types of described incidents may have educational value while guiding detection, investigation, or risk management. Sharing the lessons learned from these incidents represents an important educational opportunity that can help improve organ donation processes and achieve higher standards of quality and safety.

Yoga as a Didactic Tool for Musculoskeletal Anatomy for First Year Medical Students

Yoga as a Didactic Tool for Musculoskeletal Anatomy for First Year Medical Students

Mathematics as a driver for sustainable development: Pre-service teachers’ perspectives on awareness, challenges, and implications for teacher training

Despite mathematics being multidisciplinary, sustainability and mathematics education are largely under-researched and in an infant stage. In the Namibian context, previous research has investigated in-service teachers' per­ceptions of education for sustainable development and teach­ing practices. Little is known about pre-service teachers' per­spectives on mathematics for sustainable development in terms of awareness, challenges, and how pedagogical mod­ules can be enhanced to develop students' pedagogical knowledge to integrate sustainability concepts in mathemat­ics. The study uses a qualitative approach with an exploratory case study design. Eight third-year pre-service Mathematics teachers were conveniently sampled and completed an open-ended questionnaire. The researcher, informed by the Repre­sentations, Educational approach, Didactic tools, and Skills model, conducted a content analysis of participants' aware­ness, challenges, and implications for training Mathematics teachers. In terms of awareness, the findings revealed that most of the pre-service teachers appear aware and knowl­edgeable of the role of mathematics in driving education for sustainable development. The study also found that the major challenges in incorporating ESD in the mathematics teaching and learning process are didactic tools and skills. Based on the study findings, teacher educators should develop student teachers' pedagogical ESD knowledge to be able to link Mathematics to appropriate SD themes, design learning tasks and materials, and present lessons that incorporate SD. The findings of the study provide direction on components to be considered to en­hance pedagogical modules for pre-service teachers. This study is limited to a case study of the chosen pre-service teachers and campus, thus cannot be extrapolated to a broader population.

The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children

The storyline approach as a didactic tool to promote efficacy beliefs of (student) teachers in creative music activities with young children

The Taptana Cañari as a Didactic Resource to Promote Solidarity in the Teaching of Mathematics

The objective of this study was to design a strategy that uses the Taptana cañari as a didactic resource to promote solidarity in the teaching of mathematics. The research approach was qualitative, in the sociocritical paradigm, through a case study. As a method, investigative techniques were used: observation in the workshops, interviews with teachers, and expert judgment to analyze the photographs taken during the workshops. Based on the theoretical categories of solidarity: social responsibility, respect for identity, emotional intelligence, and teamwork, the instruments were developed: an observation guide, an interview guide, and the observation sheet used by the experts. Among the main results, it can be noted that the use of the Taptana cañari as a didactic tool generated interest in ancestral knowledge and facilitated the learning of mathematics, which promoted the development of solidarity as a human and social value.

TV and Film as Didactic Tools in Teaching Italian Language and Culture A Review of Practice

The study reviews existing practices that use TV and film in the teaching and learning of Italian in the University through qualitative meta‑analysis. The studies were selected through keyword collocations, inclusion and exclusion criteria, and time restrictions which yielded to ten articles. Two central themes emerged: the use of TV and film for developing linguistic competence and for improving intercultural communication. Results revealed that TV and film as didactic tools offer relevance in real‑world contexts, snd that success in learning calls for student empowerment and independence. Recom‑ mendations include replication of similar studies and the creation of an open‑access comprehensive database for audiovisual clips in the Italian language.