Didactic Level Research Articles

Postures d’étayage en classes de langues à Ngaoundéré : ajustement et dynamique d’apprentissage

To promote language learning in the classroom, teachers rely on their epistemic and didactic skills to adopt supportive postures that are beneficial to their students. The aim of this study is to analyze the supportive postures of a number of teachers, the adjustment methods they adopt to deal with unforeseen circumstances and the possible consequences for the learning activity. Based on lessons observed in a French, National Cultures and National Languages classes in a General Secondary School in Ngaoundéré, this study will analyze the support postures deployed in sequences where the teacher is in a position of expertise on the epistemic and didactic level and those observed where his mastery of the content taught seems lacking. As the present work is based solely on lessons observations, it twill be essentially qualitative.

EDUCATIONAL PLATFORMS WITH DIFFERENT TYPES OF MOTORS FOR THE STUDY OF ELECTRIC PROPULSION SYSTEMS

Electric vehicles are already known but simultaneously new. In the last decades, an important evolution has been seen in electric energy storage systems, motor control, and the design of electric motors. The present paper aims to illustrate some examples of laboratory works implemented at the university didactical level. It emphasizes the importance of choosing an adequate electric powertrain as an integrated system, but also the role of the powertrain components for the performance of the electric vehicles. The program's implementation involves simulation tools for the vehicle and the powertrain components, but also physical platforms integrating direct current, asynchronous, and synchronous motors.

Mechanism of Administrative and Legal Regulation

In modern conditions, issues of regulating relations related to the implementation of public administration and the protection of subjective rights, freedoms and legitimate interests in this area are of great importance. Their consideration at the scientific, educational and didactic levels can be carried out through such a category as a mechanism of administrative and legal regulation. Its use in scientific circulation makes it possible to establish the relationship that exists between the norms of administrative law, administrative legal relations and legal acts of management, as well as to characterize the interaction between them. This article attempts to systematically study these categories, as well as the features of their implementation in individual institutions of administrative law in Russia and foreign countries. The mechanism of administrative legal regulation is studied in the science of administrative law in the aspect of the action of various regulatory and protective measures, through the prism of the implementation of state regulatory policy, special administrative legal regimes and administrative responsibility, protection of subjective administrative rights, mandatory requirements, and administrative coercion. At the same time, until now in the science of Russian administrative law, despite its widespread use of this category in relation to applied issues of public administration, it has not been the subject of comprehensive scientific knowledge. At the same time, at the theoretical level it is recognized that subjective administrative rights and obligations cannot exist outside the application of the norms of administrative law and the implementation of administrative legal relations. This scientific article defines the importance of the mechanism of administrative and legal regulation, presents the content of this scientific category, and carries out an analysis of scientific positions existing in the relevant field of knowledge.

Memory studies and design? The mnemotopic approach

At the beginning of the fourth wave of memory studies, the relationship with design appears poorly explored, although the memory project is fundamental for the contemporary and interdisciplinary past reframing. From this perspective, the article proposes an intrinsic but not yet evident link between memory studies and communication design for the territory, a young discipline that has taken up the “stratified place” as its own specific dimension, focusing on its valorization and visual translation. This novel connection is highlighted by the mnemotopic approach in which place and memory coexist in a unique meaning formation, supporting the remembrance of the territorial experience. Through a lexical transfer of the term mnemotope, generally used in other fields of knowledge (e.g. cultural anthropology), to design, it becomes a performative concept integrated into processes and artifacts as an active part of project development. The mnemotope as a plural object of territorial interpretation, sailing from Nora’s lieux de memoire, passing through Assmann’s cultural memory reflections, and landing in communication design, can be adopted as an alternative interpretative criterion that not only proposes a resematization of the memory of places but can be considered as a real medium for exploring the past that can also operate on a didactic level by being included in experimental design courses. In this context, the article will show how the mnemotopic approach has been developed during my personal doctoral journey and pedagogically implemented by the DCxT research group of the Design Department of Politecnico di Milano.

Implicazioni linguistiche del voice nella classe di giapponese: passivi e causativi a confronto.

This paper focuses on the grammatical category of voice in the context of Japanese language teaching and aims to analyze the categories of the passive and the causative starting from the academic experience at Bologna University. The study provides a broad theoretical framework on the basis of the recent Japanese literature on linguistics (nihongogaku) in order to stimulate a double intralingual and interlingual reflection in Italian students. At a didactic level, the contribution underlines the importance of drawing on Japanese literature in order to acquire a shared metalanguage that can stimulate further research and induce teachers to keep up with the most recent outcomes in the field.

LEGAL CONCEPTS, THEIR CHARACTERISTICS AND TEACHING METHODS

This study aims to identify the characteristics of legal concepts in terms of the foundations of their construction and methods of downloading them in classroom practice in teaching and evaluation, in proportion to the specificity of these concepts, which are distinguished from other concepts by their abstract characteristics and their metaphysical nature at times. To address this problem represented in: "What are the advantages and characteristics of the legal concept, and what are the problems of downloading it in classroom practice, and what are the proposed solutions to overcome it"? This research was organized in two sections, the first of which was devoted to clarifying the reality of concepts, the second to their characteristics, and the third to teaching methods and the proposed methodology for evaluating them, in order to bring them closer to learners, and to overcome the problems that teachers face when presenting these concepts to their learners, whether at the methodological or didactic level. In order to address the research problem, the study started from the following hypothesis: - The legal concept has its own nature that distinguishes it from the rest of the other legal concepts, and therefore its teaching requires its own methodology because it is an abstract and intangible concept, and therefore teachers of Islamic education must have knowledge of these legal concepts, in order to have a clear vision of the reality of the legal concept and its characteristics. And the requirements of teaching it, just as the textbooks should reveal legal concepts in a dialectical way that takes into account the level of growth of the learners’ knowledge, through educational and educational activities directed to them, and in effective pedagogical ways. In conclusion, the research presents a set of proposals and recommendations in order to overcome the imbalances and solve the problems that prevent building doctrinal concepts on sound foundations, and downloading them properly in classroom practice.

Distance learning in the wake of COVID-19 in Morocco

The integration of information and communication technologies (ICT) has been one of the priorities of the Moroccan education system that date back to pre-COVID-19 period. Since 1999, the National Charter for Education and Training has accorded great importance to distance education (DE) and learning. Several programmes and initiatives (such as GENIE, NAFIDA, Telmidtice, Lycée Attahadi, …) were launched and funded by the government to promote the use of ICT in schools. With the outbreak of COVID-19, the shift to distance education was mandated to ensure pedagogical continuity. In the current study, a mixed-method research approach was used to assess the extent to which the adoption of distance learning in public educational institutions can ensure pedagogical continuity in Morocco during the outbreak period started from April to June 2020. The Analysis of the data collected from the quantitative study showed that the COVID-19 pandemic, DE was used occasionally due to the lack of technological equipment or knowledge and expertise to use it. During the COVID-19 crisis, 1teachers resorted to self-training and used available social media tools to support learners by sharing various resources with them. In addition, the data collected from the participatory observation of two virtual classes on the «Zoom» and «Teams » platforms showed that the use of videoconferencing in Morocco contributed, even partially, to solving the problem of pedagogical continuity. The experience of lessons broadcast in synchronous mode showed promising results at the technical level in terms of student participation and interactivity, resource sharing and transfer and a favorable classroom climate. However, there is still a lot of work to be done at the pedagogical and didactic level to better exploit the potential of this technology. On the other hand, the Ministry of Education is expected to make a huge effort to guarantee equal access to technology and the internet in order to ensure equitable education, especially in rural areas.

Students’ preferences with university teaching practices: analysis of testimonials with artificial intelligence

University teaching practices impact student interest, engagement, and academic performance. This paper presents a study that uses artificial intelligence (AI) to examine students’ preferences for university teaching practices. We asked students in various fields open-ended questions about the best teaching practices they had experienced. Due to the large amount of data obtained, we used the AI-based language model Generative Pretrained Transformer-3 (GPT-3) to analyse the responses. With this model, we sorted students’ testimonies into nine theory-based categories regarding teaching practices. After analysing the reliability of the classifications conducted by GPT-3, we found that the agreement between humans was similar to that observed between humans and the AI model, which supported its reliability. Regarding students’ preferences for teaching practices, the results showed that students prefer practices that focus on (1) clarity and (2) interaction and relationships. These results enable the use of AI-based tools that facilitate the analysis of large amounts of information collected through open methods. At the didactic level, students’ preferences and demand for clear teaching practices (in which ideas and activities are stated and shown without ambiguity) that are based on interaction and relationships (between teachers and students and among students themselves) are demonstrable.

An Integrated Deep Learning Framework for Classification of Mineral Thin Sections and Other Geo-Data, a Tutorial

Recent studies have demonstrated the potential of machine learning methods for fast and accurate mineral classification based on microscope thin sections. Such methods can be extremely useful to support geoscientists during the phases of operational geology, especially when mineralogical and petrological data are fully integrated with other geological and geophysical information. In order to be effective, these methods require robust machine learning models trained on pre-labeled data. Furthermore, it is mandatory to optimize the hyper-parameters of the machine learning techniques in order to guarantee optimal classification accuracy and reliability. Nowadays, deep learning algorithms are widely applied for image analysis and automatic classification in a large range of Earth disciplines, including mineralogy, petrography, paleontology, well-log analysis, geophysical imaging, and so forth. The main reason for the recognized effectiveness of deep learning algorithms for image analysis is that they are able to quickly learn complex representations of images and patterns within them. Differently from traditional image-processing techniques based on handcrafted features, deep learning models automatically learn and extract features from the data, capturing, in almost real-time, complex relationships and patterns that are difficult to manually define. Many different types of deep learning models can be used for image analysis and classification, including fully connected deep neural networks (FCNNs), convolutional neural networks (CNNs or ConvNet), and residual networks (ResNets). In this paper, we compare some of these techniques and verify their effectiveness on the same dataset of mineralogical thin sections. We show that the different deep learning methods are all effective techniques in recognizing and classifying mineral images directly in the field, with ResNets outperforming the other techniques in terms of accuracy and precision. In addition, we compare the performance of deep learning techniques with different machine learning algorithms, including random forest, naive Bayes, adaptive boosting, support vector machine, and decision tree. Using quantitative performance indexes as well as confusion matrixes, we demonstrate that deep neural networks show generally better classification performances than the other approaches. Furthermore, we briefly discuss how to expand the same workflow to other types of images and geo-data, showing how this deep learning approach can be generalized to a multiscale/multipurpose methodology addressed to the analysis and automatic classification of multidisciplinary information. This article has tutorial purposes, too. For that reason, we will explain, with a didactical level of detail, all the key steps of the workflow.

ՏՀՏ-ՆԵՐԻ ԿԻՐԱՌՄԱՆ ՄԱՆԿԱՎԱՐԺԱԿԱՆ ՊԱՅՄԱՆՆԵՐԸ / PEDAGOGICAL CONDITIONS FOR THE USE OF ICT

As a result of the implementation and use of ICT, the pedagogical conditions of education, training and management are undergoing revolutionary changes. Both their functions and content are changing. The introduction of ICT changes not only the "material-spatial" environment of education, but also the reflective environment, which is an important condition for the implementation of any educational process. Taking into account the psychological aspect of the pedagogical conditions of educational work and management, the task is to continuously increase the degree of involvement of the subjects of education. ICT contribute to increasing the efficiency of the process of developing an individual educational trajectory of students, as well as personalizing the educational process, increasing the level of training of students, the speed of mastering new material, consolidating students' knowledge, enhancing their educational and cognitive activity, provides feedback from subjects and objects involved in educational work. At the didactic level, the possibilities of monitoring and evaluating classes, the consistent use of frontal, group, individual teaching methods and the use of games in the learning process. At the methodological level, they ensure the availability of the proposed material, the transparency of assessment, expand the possibilities for including interdisciplinary exercises in the educational process, and strengthen interdisciplinary connections in education. Acting as the most important technological component of improving pedagogical conditions, ICT contribute to the formation of unique interactive educational environment. Traditional blackboards are being replaced by interactive whiteboards, traditional lectures are turning into interactive conferences, and the “gaps” of the traditional library are being filled by the media library. ICT also creates fertile ground at the highest reflexive levels of control and regulation of the process of improving pedagogical conditions.

Warunki przyjmowania kandydatów do seminarium duchownego w II RP na przykładzie Seminarium Duchownego w Płocku

The article is about issues related to the conditions of admitting candidates to seminaries in the period of the Second Polish Republic. The issues were presented on the example of the Higher Theological Seminary in Płock. This article was divided into thematic sections, starting with the discussion of the institutional outline and formal preparation of candidates for the priesthood. This section refers to the decisions of the Council of Trent. Next section of this article concerns the general admission conditions for candidates to universities in the Second Polish Republic. The article also draws attention to important role of the preparation for priestly, in the light of the rules the Code of Canon Law of 1917. The following subsections of the dissertation refer directly to issues related to the organization and functioning of the Higer Theological Seminary in Płock. At this point, Author presented path of Theological Seminary in Płock to become a higher education institution. The article ends with a summary, which concludes that the theological seminaries in the Second Polish Republic, although they didn’t fit into the framework of „secular” education, presented a significant scientific and didactic level.

Didactic and clinical nutrition content in dental hygiene programs: Directors' perspective.

Concern over inadequacy and implementation processes of nutritional content in dental hygiene education program (DHEP) curriculum policy at both a didactic level and clinical level exists. The purpose of this qualitative study was to examine the DHEP extent and practices of didactic and clinical nutrition content, identify DHEP barriers to increasing nutrition education content, and determine the need for a nutrition content curriculum standard from the director's perspective. A qualitative descriptive design was utilized, and DHEP directors were recruited through purposive sampling. Interviews were transcribed directly following each interview and data was analyzed simultaneously. The thematic analysis process was a hybrid approach incorporating both the inductive and deductive approaches. Four major themes emerged from the study: value of nutrition services, power, capacity building expectations, and nutrition curriculum distribution. The directors' intentions with nutritional content for the DHEP were not consistent with what occurred in implementation. The findings revealed a disconnect in the directors' ability to implement adequate nutrition curriculum content. The lack of power as the educational leader in the form of decreased autonomy due to policy implications filtered across all interviews. The findings further noted the capacity building expectations needed among DHEPs in the areas of faculty and student calibration. Multiple challenges impact the ability of program directors to implement accurate and adequate didactic and clinical related nutrition content in DHEPs. Future research, including DHEP directors and faculty teaching nutrition courses across the United States, would be beneficial in developing a broader perspective and creating a nutrition model standard.

Lost but not found, or: when grammarians fail us: The case of (past) participial premodifiers in English

As a teacher of English to speakers of German I am routinely confronted with mistakes involving the misuse of participial premodifiers. Like many other languages possessing participial forms, German places only minimal constraints on the prenominal use of participles. The constraints in English, however, are both intrusive and perplexing. English happily allows 'lost property' or 'broken promises' or 'hired car' but normally disallows '*found property' or'*kept promises' or '*bought car'. Unaware of these constraints, my students commonly overuse participial premodifiers in English, producing errors that are easy to recognize and correct, but hard to elucidate. Focussing on the prenominal use of past participles, the present article tries to show that this is one area where language teachers are being seriously let down by grammarians. The standard pedagogical grammars provide scant guidance and even reputable scientific grammars disappoint. Only one leading grammar attempts to address the problem, but the account it provides is fragmentary and largely unconvincing. Latching on to the one aspect of this account that is correct, I try to develop a unified account of the phenomenon that may serve as a basis for a more satisfactory treatment of the issue both on the scientific and the didactic level.

The Italian School at the Time of COVID-19—Implications for Students at the Personal and Didactic Level

The author takes up the problem of education in Italy in the time of COVID-19. The objective of this article is to understand the impact of COVID-19 on the progress of school and the lives of children and adolescents. To pursue this cognitive objective, the author conducted an analysis of the relevant literature published between February 2020 and January 2021, mainly in Italian. The author has also formulated three research questions that will help investigate the above problem. The article is written with the help of the analytical method and takes into consideration the literature on the subject dedicated to children and adolescents. The analysis of the literature allowed the author to formulate final conclusions, which were developed in close correlation with the accepted research questions.

Conocimiento de la morfología, conciencia morfológica y aprendizaje léxico. Objetivos “difusos” en la Enseñanza Secundaria

This paper is a critical study of the state of the didactics of morphology raised from the mismatch between the antigramaticalist didactic theory, -promulgated for decades and currently defended without consolidated fruits-, the educational curriculum in Secondary Education and the proposals developed in textbooks. It is defended the need for experimental research to assess the impact of knowledge of morphology on the development of morphological awareness in teenagers and to measure its effect on lexical enrichment. It is proposed a morphology didactic model that is based on the unitary theories of lexical processing (connectionism and associative models) and it is supported by the contributions of psycholinguistic research on the development of morphological awareness in ELE and in children with disorders of the language. The sequential phases in the development of morphological awareness, as well as the lexical activation models regulated by the types of formal and semantic connections and by the frequency factor, define the didactic levels of the model. This proposal should be made up of classroom practices that validate the inductive teaching of morphology aimed at developing lexical competence.

Is Generation Z changing the understanding of HR work?

This article aims to determine whether and how an increased entry of Generation Z could impact HR work. To answer this, two hypotheses were formulated. Afterward, an extensive literature search was carried out on various databases, with the search results being narrowed down step by step using two selection criteria. The finally selected literature, focusing on German-speaking areas, was then evaluated through qualitative content analysis. First, it was found that the research results on Generation Z are not as uniform as one might assume from the first impression, especially since there is also a tendency in the studies to prefer to interview students. However, it seems that the individual consideration of employees and communication with them will increasingly be demanded by them and thus become the focus of HR work, regardless of whether the employee is a talent or not. This fundamental claim could lead to the fact that the considerations regarding an exclusive or inclusive Talent Management approach are no longer expedient or even rather obstructive, especially since talent management in its current form has apparently not yet arrived at many companies even after more than 20 years. Considering the definition problem of the concept of talent alone, this is not surprising. The advantage of Talent Management over HR Management is that some main tasks from HR management are linked together. However, due to the framework conditions, all employees must be considered individually, and it could make sense to rename inclusive Talent Management to Employee Management. In that case, exclusive Talent Management is understood solely as Talent Management (methodological level), and both terms could be summarized under the generic term Human Resources Management (didactic level). This would result in a hierarchy of terms in which the terms are clearly distinguished from each other. Furthermore, the sharpening of the terms and the concentrated summary of essential aspects of personnel work (see Figure 3) should also make it easier for managers who are inexperienced in personnel work to carry out Human Resources Management. This article aims to contribute to the sharpening of theoretical concepts to facilitate their practical implementation. The article is suitable for entrepreneurs, executives, HR specialists, and academics.

Connectivity in support of student co-design of innovative mathematics curriculum trajectories

The argument of this theoretical paper is that the existence and availability of suitable digital curriculum resources, accelerated by the recent pandemic, have required a revision of the pedagogical landscape in terms of ways in which students can be empowered to (co-)design their own curriculum trajectories. For this purpose, I argue, students need to be supported in considering many connections, to arrive at coherent trajectories. Based on complexity thinking and curriculum design with digital resources, I propose the concept of connectivity as a crucial principle for creating coherent curriculum trajectories. If students are to become the co-designers of their own curriculum, they need a frame that raises their awareness about the many connections to be made and that supports their capability for actually realizing them. Drawing strongly on my own work and related work by others, I analyse and illustrate the connections made by students, teachers and curriculum designers in their design of mathematics tasks, lessons and learning trajectories with digital resources. Results show that connections can be made at several levels, namely, at a social level, at a material level, at programme level, and at a didactical level. Leaning on systems thinking, connections can be systematically considered, which is likely to help students to enhance the coherence of their designs. I contend that a student-designed ‘connected curriculum trajectory’ is likely to become the focus of future research activities in innovative learning environments: this endeavor would connect aspects of curriculum, mathematical content, learning strategies of students, and the use of new technologies.

Development and validation of INTENSS, a need-supportive training for nurses to support patients' self-management

BackgroundThe growing prevalence of chronic illnesses requires nurses to support self-management and help patients integrate the chronic illness into their life. To our knowledge there are currently no training programs that combine the necessary components to adequately enhance nurses' competencies in self-management support. ObjectiveThe systematic development and validation of a need-supportive training in self-management support for nurses. DesignA three-phased study, according to van Meijel et al. (2004), with collection of building blocks, design, and validation of the need-supportive character of the training. Setting and participantsEight training groups with 30 nurses, 34 nursing students and nine social healthcare workers from different nursing colleges in Flanders, Belgium. MethodsIn phase one a literature review, current practice analysis, and problem and needs analysis were performed. In phase two, the INTENSS training intervention was developed, framed within the Self-Determination Theory and the 5A’s-Model. The training consisted of a basic training module and a video-interaction guidance module. The intervention was subsequently tested in eight training groups (N = 73). Participants provided feedback during focus group discussions. The intervention was cyclically adapted to trainees' experiences and suggestions. In phase three, we evaluated the need-supportive character of the training intervention. ResultsPhase one indicated the need for training, since nurses' application of self-management support was limited and practiced from a narrow medical point of view. In phase two we developed a theory-driven and multifaceted training, building on attitude, knowledge, skills and reflection in the training. The training was framed within the Self-Determination Theory both at the didactical level as well as on content and format. Overall, participants appreciated the building blocks of the training as supporting their basic needs for autonomy, relatedness and competence. ConclusionsINTENSS, a multifaceted need-supportive training in self-management support was developed, successfully taking into account participants' needs.

Common musical mistakes in Early Childhood Education textbooks

AbstractThe aim of this study is to detect and analyse mistakes in musical activities included in Early Childhood Education textbooks from a musical and didactic viewpoint. The sample comprised 2,200 activities corresponding to the textbooks of four leading publishers in Spain. An instrument designedad hocfor collection of information was developed, proposing a taxonomy of mistakes in three categories:musical, didacticandworksheet.Results revealed that 22.6% of analysed activities contained some type of mistake. The most frequent were in themusicalcategory (concepts, terms or graphic representation), followed bydidactic(level, planning or methodology) and, finally, those related to student worksheets.

Desarrollo de habilidades blandas en el estudiantado mediante la actividad académica procesos prácticos para la formación de docentes en educación comercial

The purpose of this study is to demonstrate the soft skills that students of Commercial Education’s major at Universidad Nacional (UNA) have developed,through their participation as practicing teachers in the Actividad Académcia Procesos Prácticos para la Formación de Docentes en Educación Comercial,at the Escuela de Secretariado Profesional (ESP) of the Facultad de Ciencias Sociales and División de Educología of the Centro de Investigación y Docencia.To achieve the proposal, a descriptive mixed investigation was carried out, with the participation of students who developed their teaching processesfrom 2016, 2017, 2018 to 2019. It was found out that more than 95 % of the population considers that the teaching practices allowed them to developor enhance various soft skills. The most determining factor for that personal growth, was having to work with populations of elderlies and young people at social risk; in addition, it was possible to highlight the main soft skills acquired by the practicing students. Among them, patience and understanding, problem solving, teamwork, flexibility and adaptability stand out. It was concluded that although the intention of the teaching practices is that the practitioners assume the role of planners and mediators of the teaching and learning process, they must also deal with situations and scenarios that foster an enrichment of the practitioners not only at the academic and didactic level, but also attitudinal.