Field Of Didactics Research Articles

Metodologia konstrukcji kursu języka obcego dla potrzeb zawodowych

Some of the solutions employed in the field of teaching languages for special purposes have turned out to be useful also in the field of general didactics, e.g. the task-oriented approach. What is particularly valuable in the legacy of teaching languages for special purposes is its eclectic nature, which gives one the possibility to choose and combine the best-tested methods depending on the individual characteristics of every learner. Such an undogmatic approach and search for the best possible technique, which takes into account individual characteristics of each student, appears to be a particularly valuable and enriching one in the days of certain reluctance towards an overtly rigidly defined concept of communicative approach in foreign language teaching.

Audacity as a tool for the creation of educational materials. An approach through the MOOC «Music for the 21st century»

This article analyses the relevance of Audacity as a creation tool of learning materials for both teachers and students, since it has multiple functions and provides numerous advantages, despite its simple use. To that purpose, thanks to the creation of an specific content analysis tool based in 8 items, an study of soundscapes created by the students of the MOOC Música para el Siglo XXI is carried out with the purpose of categorize their educative aims as well as distinguish and characterize each soundscape according with the origin of their sound source in relation with the classification proposed from Schafer (1993). Thanks to the latter analysis we know that the didactic applications are within those previously catalogued, where the use of soundscapes both to elaborate musical resources as well as to create sound representations through constructions carried out by the students make a clean sweep of almost all of the 55 analyzed compositions. The study concludes with the idea that this tool gives support to multiple areas of knowledge and that its capabilities as a multitasking tool provide a wide range of perspectives applicable within areas such as pedagogy or specific didactic fields.

The Same and the Different: On Semantization and Instrumentalization Practices in the (Maths) Classroom

There is no education without content. Teaching and learning in schools is devoted to “something,” not to “nothing” or “anything.” The more heterogeneous, multicultural, and multilingual the classroom, the more semantization of educational content within teaching and learning is needed. Therefore, the role of various languages in the classroom is revisited. In this article, we elaborate on the theory of language-sensitive content transformation and introduce the concept of operational isomorphism and its potential in the field of didactics, research on teaching, and learning and teacher education. Using a case study of mathematics teaching, we illustrate, how students can benefit from semantization and instrumentalization practices in the classroom and how these processes take the form of extensional deconstruction and intensional expansion or intensional condensation.

L’utilizzo del podcasting nella didattica universitaria.

In higher education, podcasting is establishing itself as a strategic multimedia resource for training. Research in the educational and didactic field, both in the national and international context, has revealed strength points and critical issues relating to the use of podcasting. The paper presents the results of the research carried out within the Online Degree Course in Educational Sciences of the Department of Education, University of Roma Tre. The main objective of the research was to verify whether the audio podcast could be considered an effective tool to enhance the student learning process and to qualify university distance teaching. The exploratory empirical research included an in-depth study on the use of audio podcasts in teaching and the introduction of different types of podcasts to verify their effectiveness. The data were collected through the use of questionnaires and focus groups. The main results of the research show that the integrated use of a wide variety of podcasts is strategic to improve the quality of the teaching-learning process.

EMPIRICAL RESEARCH OF COLLOCATIONS IN FOREIGN LANGUAGE LEARNING

This scientific paper presents a corpus-based investigative research of German collocations; in text comprehension, a new method for identification of collocations is presented, as well as a scientific discussion of the types of collocations for which this new analysis method is suitable. The article further explores the consequences of using collocations and their translation into other languages on communication in foreign language teaching. It was examined how the students of foreign languages in Slovak universities (non-philological courses of studies) can deal with the collocations in their future profession (as translators or experts in a professional language) after their linguistic studies and whether they are able to actually implement this foreign language competence in the future. Although vocabulary work is developed as a primary competence among foreign language learners, some areas of studies lack current, creative and innovative teaching materials, especially in the didactic field of comparative collocation research. The results of our research projects promote the acquisition of foreign language skills and help teachers develop and use new methods in their work.

Computer-aided diagnostic system for thyroid nodule sonographic evaluation outperforms the specificity of less experienced examiners.

Computer-aided diagnosis (CAD) may improve interobserver agreement in the risk stratification of thyroid nodules. This study aims to evaluate the performance of the Korean Thyroid Imaging Reporting and Data System (K-TIRADS) classification as estimated by an expert radiologist, a senior resident, a medical student, and a CAD system, as well as the interobserver agreement among them. Between July 2016 and 2018, 107 nodules (size 5-40mm, 27 malignant) were classified according to the K-TIRADS by an expert radiologist and CAD software. A third-year resident and a medical student with basic imaging training, both blinded to previous findings, retrospectively estimated the K-TIRADS classification. The diagnostic performance was calculated, including sensitivity, specificity, positive and negative predictive values, and the area under the receiver operating characteristic curve. The CAD system and the expert achieved a sensitivity of 70.37% (95% CI 49.82-86.25%) and 81.48% (61.92-93.7%) and a specificity of 87.50% (78.21-93.84%) and 88.75% (79.72-94.72%), respectively. The specificity of the student was significantly lower (76.25% [65.42-85.05%], p = 0.02). In our opinion, the CAD evaluation of thyroid nodules stratification risk has a potential role in a didactic field and does not play a real and effective role in the clinical field, where not only images but also specialistic medical practice is fundamental to achieve a diagnosis based on family history, genetics, lab tests, and so on. The CAD system may be useful for less experienced operators as its specificity was significantly higher.

Teaching Professional Technical Subjects Accepting Current Trends in Field Didactics

Abstract Introduction: In the theoretical study, the authors describe current approaches enriching the theory of field didactics concerning teaching technical subjects. They focus on developing the psychomotor dimension of students’ personalities, which they consider to be an important part of the modern young generation’s culture concept. In order to ensure this role in vocational-technical education, it is necessary to innovate the pedagogical preparation of teachers of technical subjects with a focus on achieving the required teaching competences. A part of the presented study deals with the determination, analysis, and representation of individual teaching competences in the doctoral study plan in the conditions of DTI University in Dubnica nad Váhom, Slovakia. Methods: The theoretical study is based on a theoretical analysis of the issues of teaching technical subjects in vocational schools. For the purposes of theoretical analysis, the following research methods have been implemented: - content analysis of the issues of teaching vocational subjects (current innovative trends in field didactics; theories of psychomotor learning; vocational subject teachers); - logical operations (analysis, synthesis, comparison); - generalization and recommendations for the school practice of field didactics. Results: For the development of specialized didactics, it is necessary to take into account the newest results of scientific investigation in general didactics and field didactics; and to apply them in the existing and also new teacher training programs under development as only these facts create new possibilities for improving the quality of education in vocational schools. A consistent development of vocational subject teachers’ teaching competences in the process of their preparation for the teaching profession following current trends and intentions in the field of didactics can become the carrier of positive changes. Discussion: The authors of the study consider it extremely important to accept the latest trends in educational theory in the training programs for teachers of technical subjects. The result of this is the current doctoral study program offered by DTI University in Dubnica nad Váhom, Slovakia, which is organically linked to the master study program Teaching Technical Subjects. In the current academic year, DTI University has been granted the right to conduct habilitation and inauguration procedures in the field of study Didactics based on continuous and successful research activities in the above field with results comparable to the results at an international level and accepted by the professional international community. Conclusions: In the conclusion, the authors of the theoretical study point out that a teacher developing students’ personalities in all directions is the decisive factor in the educational process oriented on efficiency and high-quality results of students. To achieve this effect in the context of vocational schools, it is necessary to reform the training programs for future teachers of technical subjects.

From Pre-Concepts to Reasons

In this article, I present findings from a workshop with high school students focusing on a problemoriented learning scenario about the leading questions in the just-war-debate. The underlying scientific and methodological framework refers to contemporary questions in the field of didactics of philosophy, mainly considering the relevance of pre-concepts in philosophical learning processes. In referring to the empirical example of the workshop, this paper will show how a learning progress in philosophical reasoning is possible. The learning steps of the students are explained among others by reference to performative linguistic theories. The article concludes with a normative discussion of the learning results considering two issues. First, it considers the relationship between reasoning and understanding in philosophical education in general. Second, it shows that especially in teaching philosophy it is necessary to be aware of and distinguish the different ethical and educational dimensions of teaching practices. I will argue that understanding in a wider sense only takes place under the condition that students are able to refer to the genetic development and context-dependence of a set of arguments. This step of learning, then again, helps to keep in mind the different dimensions and aims of teaching practice.

Pratiques : une revue face aux évolutions du champ des didactiques

Dans cette contribution, j’analyse les évolutions du champ des didactiques et notamment l’expansion, la diversification interne, l’ouverture à de nouveaux domaines scolaires et extrascolaires et la réflexivité accrue quant aux théories et aux méthodes. Je m’appuie sur cet état des lieux pour étudier trois des avancées théoriques liées à ces évolutions : la production et la mise en circulation de concepts issus de différentes didactiques, la déconstruction/reconstruction de la notion de discipline scolaire et la mise en interrogation de la notion de contenus d’enseignement et d’apprentissages. J’analyse enfin le positionnement relativement discret de la revue Pratiques face à ces évolutions en soulignant les problèmes qu’elles soulèvent pour une revue de didactique du français : expertises à réaliser dans différentes didactiques, risque d’éloignement du lectorat intéressé par une seule didactique…Je note cependant les intérêts de ce positionnement, principalement la centration maintenue sur la discipline « français » et la distance critique face à certaines théories très généralistes qui se répandent à l’heure actuelle dans le champ des didactiques. Cela amène à repenser les fonctions de la revue.

Модель многоязычного обучения в многопрофильном вузе

Current trends in higher education suggest a gradual transition from a monolingual education system to a multilingual one. Nowadays, there is a need for professionals who speak English as well as other foreign languages and are able to cooperate with representatives of other cultures to find better solutions to industrial tasks. The research aims at elaborating a didactic model for the development of plurilingual competence among students of a multidisciplinary university. Research methods: literature analysis in the field of psychological studies and didactics, modeling, observation, pedagogical experiment. The configuration of the plurilingual competence structure is determined by introducing two sub-competences (professionally-oriented linguistic competence in English and common linguistic competence in the second foreign language – Spanish). The model structure with detailed characteristics of the component composition is described in detail. Methodological component contains the following approaches (competence, cognitive, interdisciplinary and activity theory based approaches) and didactic principles (of integration, basic learning strategies, flexible skills content organization, situational afferentation and reverse afferentation principles, homogeneous skills reduced interference principle, iteration and language structure based organization principle). Content component represented with a further description of the procedural and content aspects. An iteration and language structure based system of exercises has been developed. A general diagnostic framework for competence assessment and measurement has been introduced. The relationships between the components of the model are indicated. Conclusions are made about the applicability of the model in the environment of a multidisciplinary university.

ДИСТАНЦИОННОЕ ОБУЧЕНИЕ В ВУЗЕ: НОВЫЕ ДИДАКТИЧЕСКИЕ РЕШЕНИЯ

The article is devoted to understanding the processes of higher education modernization associated with the forced mass transition of Russian universities to a distance learning format in connection with measures to prevent a new coronavirus infection. The purpose of this article is to analyze the foundations and meanings of modernizing didactic solutions for distance learning. From the point of view of post-non-classical methodology, the grounds for modernizing didactic solutions in distance educational interaction are analyzed. The analysis of the challenges of the era of universal distance and the answers to these challenges by domestic and foreign scientific and pedagogical research and educational practices was carried out. The opinion is justified that modern challenges set up new issues that can only partially be solved using the classical didactic theory. The formation of the boundaries of applicability of traditional didactic solutions and pedagogical means is updated, the analysis of the directions of their change is carried out. The article describes the authors' own experience in organizing distance learning, on the basis of which it is concluded that the key aspect of the education content in distance learning is not remembering and reproducing information, but its understanding and interpretation. In accordance with this conclusion, new digital didactic solutions for traditional educational formats are presented. The analysis of theoretical and practical aspects of distance learning focuses on the fundamental nonlinearity of the modern educational process, on the possibility of the individual choosing the strategy and tactics of his educational activities. The article continues the discussion on the methodology and practice in the field of didactics of teacher education, which was presented earlier on the pages of the journal «Yaroslavl Pedagogical Bulletin» and as part of the activities of the inter-university research center «New Didactics».

Realistic Mathematic Education: a theoretical- methodological approach to the teaching of mathematics in countryside schools

The movement for a Rural Education still lacks investigations of methodological theoretical assumptions for the didactic field, based on the study of teaching practices that consider the object of knowledge and, at the same time, value the realistic/contextual aspect in which the student is inserted. From this perspective, we investigate the methodological theoretical implications of the theory of Realistic Mathematical Education (EMR) for the teaching of mathematics in the countryside school. Based on a qualitative methodological approach, a hypothetical learning path was elaborated based on the principles of EMR related to the teaching of analytical geometry, from the practice of soil modeling in passion fruit (passiflora edulis) cultivation. Our results point to the EMR as a promising methodological theoretical approach of didactic exploration to the countryside context capable of promoting formal reasoning, concepts in realistic situations, appropriation of mathematical language and potential for the development of concepts in the field of Cartesian geometry.

Method of propaedeutic work of teaching of coherent speech of children of junior preschool age

The article is devoted to the problem of the development of broadcasting of junior preschoolers. The development of speech for preschool children is fairly determined by one of the key issues in modern education. Different approaches to the problem are analyzed. The essence of the concept is defined as a methodology that is interpreted as an applied subsystem of pedagogy, which answers the question: how to achieve a certain result in practical activity, guided by the existing system of values. All the parts of speech (phonetic, lexical, grammatical) are characterized, which is a necessary condition for the teaching of sciences' juggling The concept of propaedeutic in scientific literature is analyzed and defined as "preliminary studying", an introductory course, presented in a concise and accessible form, introduction to the course of a certain science. The method of propaedeutic work of teaching of coherent speech of children of the very youngest preschool age is developed and theoretically described, since all the necessary conditions for its formation are created on the brink of early and preschool childhood. The method of propaedeutic work for the teaching of coherent speech in children of the fourth year of life is the activating sessions - specially designed occupations-dialogues, the purpose of which is to stimulate the speech activity of children. Thus, each step has its own content, purpose, which is aimed at the development of coherent speech of the child. Each stage is interconnected with each other. Thus, at the first stage, readings of literary texts are offered for discussion, on the second one - the involvement of children in the description of the plot picture in the content of the work. In the third stage, the tutor invites children to engage in tournament playback of pre-read text episodes. At the fourth stage during the sessions of activating training, assemblage of the didactic dialing field is foreseen. The method of propaedeutic work of the joint teaching of younger preschoolers should be based on various linguistic tasks, the conditions of the frontal and individual interaction of the teacher and children, as well as the game forms of training for building a coherent statement.

Nekoliko misli o profilu nastavnika kao odgojitelja

U ovom radu želimo prikazati nove trendove i mogućnosti u sagledavanju uloge nastavnika kao odgojitelja primjerenoga našemu dobu. Kada kažemo odgojitelj mislimo na profesionalca, tj. stručnjaka koji je na svim razinama odgojnoobrazovnoga sustava zadužen za senzibiliziranje i primjenu relevantnih odgojnih teorija i praksi. Nastavnici tijekom cijeloga svojega radnoga vijeka trebaju ići ukorak s napretkom stručnoga područja koje poučavaju, kao i sa spoznajama vezanima uz odgoj i obrazovanje, ponajviše iz područja pedagogije, psihologije, didaktike i filozofije odgoja. Zato nastavnika, koji je ujedno i odgojitelj, stavljamo u središte naših razmišljanja i istraživanja. Imperativ odgojiteljskoga posla jest stalan profesionalni razvoj. Zato nudimo profil koji obuhvaća zahtjeve za nastavnikom odgojiteljem 21. stoljeća, što znači da prati razvoj ključnih kompetencija važnih za odgojni rad u suvremenoj školi, a temelji se na usvajanju novih znanja, vještina i sposobnosti te usavršavanju ranije stečenih kompetencija. Jer uz nastavnika koji je dobar odgojitelj i škole će moći uspješnije ispunjavati svoje odgojne zadaće.

El pensamiento computacional en contextos educativos: una aproximación desde la Tecnología Educativa

Recently, computational thinking has experienced a resurgence, due to the scientific and educational community has placed its focus of interest on it. However, there is a lack of consensus about what it is and how to work it. That has caused that the approach to computational thinking is addressed in different directions in educational fields. From technical approaches, the potential to be integrated in teachers´teaching strategy could be not considered; from transversal approaches, the possibilities in the field of didactics are included, but they incorporate different visions that makes it application difficult. In addition, new perspectives are incorporated, such as ”unplugged” computational thinking. Given this panorama, it is evident the need to address from the pedagogy, and specifically from the Educational Technology field, the topic of computational thinking, starting from the possibilities it has related to digital literacy and as a means to express ideas with technology; to the possibilities to be included in educational contexts around the use of learn with robotics.

La transformación de un campo de conocimiento para ser enseñado en la universidad: consideraciones para pensar la cuestión del método. Experiencias y razones para una didáctica

La transformación de un campo de conocimiento para ser enseñado en la universidad: consideraciones para pensar la cuestión del método. Experiencias y razones para una didáctica

Intercomprehension as Seen by Future Language Teachers in Germany

Following our previous studies in the field of student teachers’ representations about the four pluralistic approaches, we shall focus, in this contribution, on this target audience’s representations about one particular approach: intercomprehension. We will analyse student teachers’ perceptions concerning the advantages and the possibilities of integrating intercomprehension in the school curriculum. We will therefore analyse the educational, social and affective, pedagogical and organizstional and learning arguments student teachers put forward to justify their perceptions. This study aims at contributing to the planning and implementation of specific training initiatives in the field of intercomprehension didactics for language student teachers.

Academic teachers after fifteen years of e-learning experience in the field of didactics and organization of teaching

The last fifteen years was filled with various experiences aimed at enriching and modernizing educational work. Teachers have used these experiences to gain both knowledge and skills in conducting classes using IT facilities, especially those that are based on Internet communication. They therefore joined the trend that enriches the teaching methodology with more or less formalized e-learning.The attitudes of academic teachers towards e-learning during these years have changed and reflected various doubts associated with teaching via Internet. Analysis of these changes may be an interesting element of the image of contemporary methodology.

Implementation of the Critical Thinking Strategies in the School Subject Technology: A Preliminary Study

The theoretical starting points of this treatise are based on the repeating demands coming from real practice regarding improvement of critical thinking of pupils at primary schools in the Slovak Republic. The question is – to what extent is the topic of critical thinking being introduced and implemented in the educational process by our teachers? The answer to this and also many other questions was explored via research that was carried out within the frame of APVV-15-0368 project called Practical Training in the Centre of Field Didactics, the Field Didactics in the Centre of Practical Training. The main goal of this treatise is to present the research outcomes regarding implementation of the critical thinking strategies within the subject Technology at primary schools in the Slovak Republic. Teachers have stated that the biggest importance is generally ascribed to the deployment of various teaching aids, acquisition of practical skills and frequent contact with technical materials and tools.

Jerzy Tomala: economist of growth and development

Motivation: The year 2018 was celebrated at the Faculty of Economic Sciences and Management of Nicolaus Copernicus University in Torun, Poland as the 50th anniversary of the existence of the Faculty. To celebrate this jubilee, numerous conferences, debates, conventions and occasional meetings were organized. On the occasion of these events, people who contributed greatly to the development of the Faculty of Economic Sciences and Management in the area of science and didactics as well as in the organizational field were recalled and honoured. Undoubtedly, Professor Jerzy Tomala was one of them. Aim: The aim of this article is to present the biography of Professor Jerzy Tomala with special emphasis on his scientific accomplishments, international successes, as well as didactic and organizational achievements at the Faculty of Economic Sciences and Management of Nicolaus Copernicus University in Torun, Poland. Results: During many years of his scientific work, Professor Jerzy Tomala became a scholar who was recognised both in Poland and internationally — first and foremost as an authority in the field of broadly understood macroeconomic problems of economic growth (with particular emphasis laid on the impact of investment, technological progress and efficiency of technical and economic relations on the long-term growth of national income) and in the area of economic policy of developed countries, mainly of the United States of America. His scientific interests also included the issue of full employment, the concept of a potential national product and educational policy. Professor Jerzy Tomala was invited to various study internships at renowned universities in the United States and to renowned scientific and teaching institutions in Western Europe. He also worked as a consultant of the World Bank, and his publications impacted some important decisions made by international organizations such as, for instance, OECD, the European Community, or the World Bank. For his achievements in the field of science, didactics and organizational work, Professor Jerzy Tomala received high state awards, prestigious awards of the Minister of Higher Education and the Rector of Nicolaus Copernicus University in Torun, as well as numerous honours from his students and alumni.