Didactic Foundations Research Articles

Linguodidactic fundamentals of teaching students how to make sentences in karakalpak language lessons

The relevance of the chosen topic is due to the need to pay attention to the lingua didactic foundations of teaching students how to make sentences in Karakalpak language lessons. According to scientists, the formation of grammatical skills in the process of mastering the Karakalpak language should occupy a strategic position, and practice has shown that students understand the meaning of words individually, but experience serious difficulties in combining them in a sentence since they have no idea how words should be combined to express a thought. Therefore, in order to form students' ability to build sentences for expressing thoughts, it is not enough to memorize typical phrases, it is necessary to teach children to build these phrases on their own.

Entorns d’aprenentatge digitals en l’àrea d’Empresa Informativa. «Gaming» i incidència en activitats i avaluació

The flipped classroom (FC) is a pedagogical model that transfers the work of certain learning processes outside the classroom. In this context, Gaming and interactive evaluation in media management learning environments (PIGE-On) is an innovation project based on the development of a simulation game applied in a first-year Media Business course of the Bachelor’s Degree in Journalism at the Complutense University of Madrid. Using a scientific methodology and a deductive writing model, this study explains the didactic foundations of the proposal and its effects, among them the learning outcomes as reflected in the assessment system.

Psycho-pedagogical strategy to enhance intrinsic motivation towards learning karate-do

The research has conducted at the EIDE, Captain Orestes Acosta of Santiago de Cuba in the sport of karate-do, to develop a psycho-pedagogical strategy to sensitize trainers, athletes, and others involved in the importance of intrinsic motivation for the teaching-learning process of the same. For the study, methods and techniques were applied such as: observation, semi-structured interviews, and surveys. The qualitative analysis of the results indicates that coaches have inadequacies in the domain of participatory methodologies and the conception and instrumentation of teaching methods, and in athletes the need to improve their teaching-learning processes predominates, wishing to develop effective strategies that favor an integral formation. The psycho-pedagogical strategy that is proposed has based on epistemological, theoretical, methodological, and didactic foundations that support its instrumentation and has made up of three stages with its corresponding actions. The aspects analyzed by the experts, both of the specific actions, and the strategy as a whole achieved positive assessments that validate the design for its subsequent implementation.

Modelo de metodología para la enseñanza del baloncesto a los principiantes

One of the problems identified with the greatest incidence in basketball teaching today is that the methodologies used do not fully respond to the demands of the training of the players. To solve this problem, an investigation was carried out with the objective of developing a methodology model with a comprehensive approach to the game teaching process. In this sense, the following methods were used: analytical - synthetic, inductive - deductive and modelling, which allowed organizing the investigative process. As a result of the investigation, a methodology model called Padbal is presented; elaborated on the basis of didactic foundations and oriented to develop the learning process in two phases. With its own objectives, contents and characteristics, which facilitates the programming of basketball teaching, both in the training process for beginning players, and in physical education.

Educación inclusiva implítica en los programas analíticos

Esta investigación buscó establecer como los Programas Analíticos de Curso (PAC) responden a la propuesta de educación inclusiva de la Corporación Universitaria Iberoamericana desde los planteamientos que se desarrollan en el Proyecto Educativo Institucional PEI y el marco de Inclusión Educativa Iberoamericana (PIEI). Se realizó bajo un enfoque cualitativo de tipo investigación documental con dos instrumentos de recolección de datos. Se buscó determinar cómo los Programas Analíticos de Curso en el área de formación profesional específica en los cursos de fundamentos de pedagogía, didáctica, currículo, evaluación y prácticas pedagógicas de las Licenciaturas a Distancia Tradicional responden a una propuesta de Educación inclusiva, con el fin de mejorar los procesos académicos y, por ende, el perfil del egresado de las licenciaturas en modalidad distancia tradicional de la Corporación. Al responder la pregunta planteada en la investigación, se evidenció que actualmente se hace necesario replantear los programas analíticos a la luz del PIEI y de la misión y visión de la Corporación, con el fin de lograr una formación integral con enfoque diferencial en los egresados, que implique, una formación teórica práctica alrededor de la educación inclusiva, enfoque diferencial, atención a la diversidad, ajustes razonables y accesibilidad. De igual forma, en el análisis se conoció, cómo en los programas analíticos se registra igualdad conceptual en muchos aspectos y se hace necesario realizar ajustes en su contextualización con el objetivo de una educación inclusiva desde el marco de la diversidad. También se evidenció que los programas analíticos, en el componente de pedagogía ciencias de la Educación de las dos licenciaturas son iguales y se debe evidenciar la especificidad en cada licenciatura en su contextualización apuntando a una educación inclusiva desde el marco de la diversidad.

Effective system of learning for engineers

The article analyzes the problem of the formation of a system of intensive computerized learning (SICL), based on the consistent use of didactic foundations for creating effective learning systems. The paper generalizes experience of using SICL to create training courses for students of technical areas and specialties. The paper uses the author’s experience of implementing an additional professional educational program for advanced training and professional retraining of higher education teachers “Development of the content of professional education, improving its quality in inextricable connection with science”. The creation of SICL for academic discipline begins with the statement of the didactic task and continues with the formation of the didactic system (a system of methods, means and forms of training). The didactic system (DS) takes into account the conditions of the didactic task and the laws of learning. The theory and methodology of SICL are described for three groups of stages of learning: lecture (presentation), work (bringing to the required level of mastery of educational issues) and final (bringing to the required level of mastering of the content of topics, sections and parts of the academic discipline). The stated positions can be used to create a computerized textbook that forms the basis of SICL.

ФОРМУВАННЯ ІНШОМОВНОЇ КОМПЕТЕНЦІЇ ЗАСОБАМИ ПРОЕКТНОЇ ТЕХНОЛОГІЇ НА ЗАНЯТТЯХ КУРСУ «ІНОЗЕМНА МОВА ЗА ПРОФЕСІЙНИМ СПРЯМУВАННЯМ» У ПЕДАГОГІЧНОМУ КОЛЕДЖІ

The article deals with the problem of the formation foreign language competence for students in pedagogical college by means of project technology in the process of teaching the course "Foreign language for professional purposes". It defines the didactic foundations and proposes the practical solutions of this problem through the implementation of educational projects of different types. The essence of the project technology, its main tasks, functions, stages of organization and conditions of its implementation in the educational process in pedagogical college, which provides the quality of the foreign language competence formation, are analyzed in detail. In the article the process of the project based learning implementation is presented, the typology and themes of the educational projects that are the most suitable ones for implementation in the course “Foreign language for professional purposes” are suggested, in order to provide the conditions for the individual students’ self-realization, which involves the design of the trajectory of personal and professional development. Also it was set out the following tasks: to analyze the components of the project method, to substantiate scientific bases of project method implementation, to do conclusions about ways of its use in the process of training the foreign language communication in the process of the future teacher preparation.

Модульно-компетентністні технології підготовки майбутніх агроінженерів відповідно до вимог Болонського процесу

The article explores the didactic foundations of modular-competence technology for the training of students in the specialty “Agroengineering” in the context of the requirements of the Bologna process. A practical study was carried out, on the basis of which a technology was developed for acquiring competencies by future agricultural engineers when studying the modules of the discipline "Higher school pedagogy". It is proved that the effectiveness of training future agricultural engineers in the context of the Bologna process will be significantly improved, and the formation of professional competencies in students will make it possible, after graduating from higher education, to successfully engage in professional activities in the agricultural engineering industry.

Сучасна хореографічна освіта: британський та український досвід

The article substantiates the expediency of a holistic analysis of the problem of professional training of choreographers in the British experience and the need to extrapolate it to the plane of the national system of higher choreographic education. The purpose of the study is to identify the organizational and didactic foundations of choreographic education in the British experience and substantiate innovative ideas for its use in Ukraine. The article defines the criteria of comparison (regulatory, organizational, semantic, methodological and technological), comparative and pedagogical analysis of choreographers’ professional training in the British and Ukrainian experience, and also common and different trends. The article uses research methods: theoretical: analysis, synthesis and generalization of pedagogical literature; interpretation and comparison; scientific extrapolation; empirical: study of the British experience, observation, conversations with students and teachers in Great Britain and Ukraine. Result. Based on comparative and pedagogical analysis of professional training of choreographers in the British and Ukrainian experience revealed familiar and different trends. The criteria of comparison are determined: normative-legal, organizational, semantic, methodical and technological. Common approaches to choreographers’training are justified. On the generalization of the identified features the specific recommendations for the use of progressive ideas abroad in the Ukrainian system of choreographic education are substantiated.

Methods of Teaching University Students and Students of the Continuing Education System using Intelligent Information Systems

This article was written with the aim of theoretically substantiating, developing, and testing experimental methods for teaching university students and students of the advanced training system for computer specializations using intelligent information systems. The following tasks are solved in the article as: 1. To analyze the theoretical and methodological foundations of the use of ICT in teaching 2. To design and implement an intelligent information system in students' training that demonstrates the didactic potential of these systems. 3. To substantiate the criteria for the levels of understanding of university students and students of the advanced training system of educational material and formalize them, laying in the capabilities of an intelligent information system. 4. To develop methods and means of teaching university students and students of the continuing education system using intelligent information systems. 5. Experimental search to verify the effectiveness of the application of the developed methodology. Based on the problem, a training methodology was developed, didactic foundations were determined and conclusions were drawn.

El conectivismo y las TIC: Un paradigma que impacta el proceso enseñanza aprendizaje

El artículo es resultado de una tarea del Grupo de Investigación en educación y tecnología, desarrollado en la Universidad Nacional de Educación de Ecuador (UNAE), específicamente de la Línea de investigación Tecnología e innovación Educativa, del grupo de investigación en Educación y Tecnología (GIET); en el artículo se evidencian los fundamentos didácticos del uso de las TIC en el proceso de enseñanza aprendizaje; se asumen posturas teóricas que permiten asirse de los elementos esenciales del conectivismo como enfoque pedagógico para el uso de las TIC en el proceso de enseñanza aprendizaje. En este trabajo se analizan diferentes concepciones sobre el aprendizaje y se presenta una propuesta fundamentada en el conectivismo y la teoría de la actividad. Se propone un modelo de la influencia del conectivismo para el uso de las TIC en el proceso de enseñanza aprendizaje, en el que se establecen nuevas relaciones entre los elementos que componen el conectivismo y las categorías del proceso de enseñanza aprendizaje desarrollador, en el marco del buen vivir, así como, que se describen los nuevos rasgos que caracterizan al modelo y se define como cualidad resultante entre las relaciones de los componentes del modelo pedagógico de Aprendizaje Emprendedor.

Physics Teaching for Children: A Bibliographic Review

The perspectives investigated by Physics/Science Teaching researchers in the context of youth and adults are diverse. They research on innovations in the classroom, new technologies, experimental activities, evaluation, among others subjects. In the children context, Physics/Sciences teaching is poorly explored. This article discusses the results of a bibliographical research on this theme, whose main objective was to gather theoretical and methodological subsidies for the teaching practice in this context. The data sources used were articles, dissertations and theses available in the Capes/ MEC Journal Portal, Scientific Electronic Library Online (SciELO), Bank of Theses and Dissertations and Theses and Dissertations Digital Library (BDTD), as well as papers published and presented at the National Symposium on Physics Teaching (SNEF) and Meeting on Physics Teaching Research (EPEF) among years 2000 and 2017. In this context, the sources were grouped and analyzed from the following categories: level of education, with the possibility of insertion of Physics/Science teaching from the age of 3, in the context of both formal and non-formal education, as long as the scientific activities are appropriate to the children's age group and whose main objective is to motivate their interest in scientific contents; content covered, with works on the various Physics themes, with predominance of Mechanics, Fluids and Astronomy; and methodology, didactic resources and theoretical foundation, where we highlight the occurrence of experimental and ludic activities based predominantly on Piaget, Vygotsky and Ausubel theories. Thus, from this article, the reader will contemplate a general overview about the possibilities and potentialities for the insertion of Physics/Science teaching in children's context, in order to make possible the interest for Science, as well as scientific literacy.

PSYHODIDACTIC BASES OF PREPARING FUTURE PHYSICS TEACHERS IN THE UNIVERSITY

The article deals with the psychological and didactic foundations of the preparation of teachers of physics. It is necessary to consider the training of teachers of physics systemically, and not sporadically. Specifies the types of training aimed at the formation of common professional competencies of future teachers and communication disciplines, the form of their training.

Miejsce podstaw przedsiębiorczości w zreformowanej polskiej szkole ponadpodstawowej i ich korelacje z innymi przedmiotami szkolnymi

Wprowadzana obecnie do polskich szkół reforma oświaty spowoduje znaczne zmiany organizacyjne i merytoryczne w kształceniu polskich uczniów, w tym w zakresie podstaw przedsiębiorczości. Przedmiotem artykułu jest miejsce przedmiotu podstawy przedsiębiorczości w zreformowanej szkole średniej. W pracy autorka realizuje następujące cele badawcze: ustalenie pozycji przedmiotu podstawy przedsiębiorczości wśród innych przedmiotów szkolnych, wskazanie przedmiotów szkolnych, których źródła naukowe i założenia dydaktyczne są koherentne z założeniami podstaw przedsiębiorczości, analiza i wskazanie treści podstaw programowych: podstaw przedsiębiorczości, geografii i wiedzy o społeczeństwie, które umożliwiają przeprowadzenie korelacji, oraz analiza możliwości realizacji korelacji lub integracji międzyprzedmiotowej wskazanych przedmiotów wg monodyscyplinarnego, interdyscyplinarnego i multidyscyplinarnego modelu kształcenia. Wyniki analizy pozycji przedmiotu podstawy przedsiębiorczości wykazały, że z punktu widzenia ramowego planu nauczania przedmiot nie zyska na znaczeniu. Zakres treści kształcenia podstaw przedsiębiorczości sytuuje go jednak jako znaczący przedmiot dla rozwoju ekonomicznego ucznia. Przedmiotami, których źródła naukowe i założenia dydaktyczne w wielu zakresach są zbliżone do podstaw przedsiębiorczości, są geografia i wiedza o społeczeństwie. W artykule wskazano liczne treści kształcenia wskazanych przedmiotów, które umożliwiają przeprowadzenie korelacji. Modelem kształcenia najbardziej sprzyjającym budowaniu u ucznia holistycznej wiedzy ekonomicznej jest model multidyscyplinarny. Abstract:

LA CALIDAD DEL APRENDIZAJE UNIVERSITARIO COMO ESENCIA DEL PROCESO FORMATIVO QUE FAVOREZCA UN EGRESADO DE PERFIL AMPLIO

El siguiente artículo expone las ideas relacionadas con la sistematización teórica para la búsqueda de regularidades, desde la interpretación de la práctica educativa de las universidades cubanas. En este sentido, se enfatiza en la formación de profesionales con especial atención al aprendizaje que se debe derivar del encargo social del modelo de formación. Sobre esta base, en su evolución los fundamentos psicopedagógicos y didácticos que sostienen el tipo de universidad innovadora que reconoce el MES como exigencia para este siglo. Consecuentemente, se abordan los fundamentos científicos para la determinación de aquellos elementos teóricos y metodológicos que fundamenten el diagnóstico de su calidad y comprensión. Además, del concepto se abordan otras reflexiones a consideración de los investigadores del proyecto. Para ello, se explican las categorías calidad y evaluación de la calidad de la educación. Lo anterior, se logra desde la propuesta de una metodología que sigue un enfoque de investigación con la incorporación de los métodos mixtos. De manera que, la lógica en el tratamiento a la información parte, además, de reconocer que la sistematización teórica constituye un enfoque que la distingue como investigación educativa.

Rumo à outra didática histórico-crítica: superando imediatismos, logicismos formais e outros reducionismos do método dialético

Este artigo parte da seguinte problemática: a questão do método pedagógico da pedagogia histórico-crítica e de seu fundamento pautado na lógica dialética, notadamente do movimento contraditório e de totalidade que vai da síncrese à síntese pela mediação da análise. Com o objetivo de contribuir para o enfrentamento coletivo de avançar rumo à construção e consolidação dos fundamentos didáticos desta teoria pedagógica, busca analisar alguns elementos presentes na proposta didática desenvolvida por Gasparin (2002), sobretudo no que se refere à apropriação do autor quanto ao método dialético e suas consequentes transposições didáticas. A análise procura evidenciar o equívoco presente na referida obra em termos do método dialético e do movimento de superação da síncrese à síntese pela mediação da análise, reduzindo o fundamento do método a uma aligeirada concepção de prática-teoria-prática, bem como, uma didatização do método à procedimento de ensino, o que tem gerado um conjunto de simplificações, esquematismos e formalização inadequada da didática histórico-crítica.

Didaktičke osnove i obrazovno-vaspitni efekti individualno planirane nastave

Individually planned instruction is a system of individualized instruction, whose didactic foundations have not yet been fully elucidated. In actuality, there have been no attempts by local researchers or educators to validate the educational effects of this type of instruction as provided in the local context, special in terms of organization of instruction, the staff providing instruction, and material and technical circumstances and conditions. The aim of the theoretical part of the research was to develop and operationalize the didactic foundations of individually planned instruction. The aim of the empirical part of the research was to determine the educational effects of individually planned instruction. Given the nature and complexity of the problem researched, both a quantitative approach and a qualitative approach were applied. Experimental action research was carried out on a sample of 150 students, with 32 strong experimental semple, of which 16 participants were the experimental group and the other 16 the control group. The experimental group received instruction in the Serbian (native) language and mathematics following didactically founded and individually planned classes for a year, during which they achieved results that were more statistically significant as relative to their initial situation and the achievement of the students in the control group, who were taught in the traditional, non-individualized way. The research specified the range of possibilities for the dissemination and productive implementation of the experimentally validated individually planned instruction. It also raised issues that merit attention in future research.

Дидактические основы метода проектов

Дидактические основы метода проектов

Teaching French as a Foreign Language (FFL) in the primary schools of the Nigerian Refugee Camp in Minawao, Mayo-Tsanaga Department/Far-North Region of Cameroon

The reflection on the particular conditions of teaching French as a Foreign Language (FFL) and the development of the professional skills of the teachers involved are relatively recent fields of research in Cameroon. The purpose of this study is to describe and understand the motives for teaching French as a foreign language to Nigerian refugee pupils at the primary schools of Minawao Camp in Mayo-Tsanaga Department/Far-North Region of Cameroon. The information gathered through semi-structured interviews with teachers (n=17) in relation to their initial and continuous training, teaching contexts and teaching practices, allowed us to note that the teachers who teach FFL in the primary schools of Minawao Camp are not sufficiently trained or equipped to teach FFL. The description of their teaching practices in the reveals that they still confuse traditional teaching in an ordinary classroom with that of FFL. The incompatibility of terms of reference with the curriculumbeing implemented, the particular intercultural contexts of their students, makes the teaching process of FFL difficult and unstable. Teaching FFL imposes challenges on teachers. To this end, starting from the theory of the foundations of convergent didactics, it is necessary to proceed to the development of the cultural competence of the teachers in order to adapt them to the different types of interventions, audiences and teaching situations of the FFL.

La Enseñanza de la Cultura Física Terapéutica a los Estudiantes Asmáticos del Nivel Superior Sustentada en el Tai Chi

La investigación que se presenta responde a la problemática del necesario perfeccionamiento de la enseñanza de la Cultura Física Terapéutica en los estudiantes asmáticos del nivel superior, relacionada con la pobre fundamentación didáctica en la utilización de métodos de enseñanza en su vínculo con los objetivos y contenidos. Presenta un análisis teórico de los principales referentes existentes a partir de los cuales se elabora el enfoque didáctico de la enseñanza; conformado por tres componentes fundamentales: cultural, procedimental e interactivo de implicación personal. Sus relaciones y el desarrollo de un nuevo método de enseñanza basado en el Tai chi aportan los fundamentos de una metodología para la que los docentes propicien una enseñanza desarrolladora a partir del autocontrol de la enfermedad en sus estudiantes. Su implementación desarrollada por medio talleres para los docentes y el cuasiexperimento en estudiantes, revela los cambios significativos experimentados a partir de la aplicación de un nuevo programa basado en ejercicios del Tai chi.