Didactic Subjects Research Articles

O telecurso brasileiro em Timor-Leste: comunicação sociocultural e educativa na educação a distância

This paper deals with the introduction of the Brazilian Telecourse in East Timor, bringing significant aspects of the social and educational reality of this country. In search of evidences to the relations exists with the means of media and education, presenting some achieve results towards long distance teaching by video, within the actions of Timorese non-formal education directs to young students and adults who searching continue his pre-secondary and secondary studies. While in Brazil are running experiments involving audiovisual technologies and education, the timorese reality is different, because there is predominance of oral tradition and there is not yet a "massive culture". Thus, it is interesting to observe how the activities have been performed towards didactic subject and lecture of images. It is tried to understand what difficulties will be inside for the introduction of methods imported in Portuguese language in a different linguistic and cultural environement, leading the experts to see again his subjects. From the adaptation of the script of a Geography Teleaula highlights the need for adjustment of didactic materials for the local context, as will the perspective of the use of the radio in the development of long-distance education.

Formal Training in Women's Issues in Psychiatry: A Survey of Psychiatry Residency Training Directors

The authors describe the availability of formal residency training opportunities in women's issues in psychiatry and explore the potential relationships between the availability of training and characteristics of residency programs. The authors surveyed psychiatry residency training directors to identify program characteristics and training opportunities. Certain didactic subjects were available in greater than 80% of residencies. Clinical training opportunities were less available and often not required. Selected didactic training in gender issues is commonly available in a majority of residencies. Nevertheless, general clinical instruction and didactic instruction in several important topics are less available.

Survey of Resident Education in Intensity-Modulated Radiation Therapy

Intensity-modulated radiation therapy (IMRT) has been gaining increasing popularity among practicing physicians in the U.S., but the extent to which radiation oncology residents are taught the principles of this technology and are trained to use IMRT remains unknown. In this paper, we assessed the current level of resident education in IMRT in the United States. Chief residents at all 77 accredited radiation oncology programs were sent a 13-question survey addressing formal didactics and hands-on experience in IMRT. The survey assessed the frequency, subject, and format of IMRT didactics. Questions also addressed the number of IMRT patients and anatomical sites treated, resident involvement in the IMRT process, and the intent of IMRT use. Finally, residents were asked for their opinions on their IMRT education. Sixty-one surveys (79%) were completed. Overall, forty-three respondents (71%) reported receiving formal IMRT didactics, with nearly one-third reporting extensive didactics (> or = 3 lectures/seminars et cetera per year). The most common didactic formats were lectures (95%) and journal clubs (63%), most commonly supervised by physicists (98%). Involvement by physicians and radiobiologists were reported by 63% and 7% of respondents, respectively. Overall, 87% of respondents had hands-on IMRT training, with nearly one-half having treated > 25 patients. The most common sites treated were head and neck (94%) and prostate (81%). Involvement in all aspects of the IMRT process was common, particularly target and tissue delineation (98%) and plan evaluation (93%). Most respondents (79%) with hands-on experience reported receiving formal didactics. However, nearly one-third received no or only minimal formal didactics. The percentage of respondents desiring increased IMRT didactics and hands-on experience were 70% and 47%, respectively. Our results suggest that the great majority of radiation oncology residents in the United States are currently exposed to didactics and hands-on training in IMRT. Areas of potential improvement include increased involvement of physicians and radiobiologists in formal IMRT didactics.

From a Text to a Theatrical Event

The article describes a workshop for elementary school teachers given by the author at the Oranim Institute in Israel between 1994–1996. The aim was to construct and exercise a model for a theatrical event with a double purpose: explicitly to reflect a didactic subject through a dramatic process; implicitly to show what drama is. The article presents the interdisciplinary theoretical basis for the workshop, and then deals with the problems related to the participants being non professional in the field of theatre. Finally, it presents the format of the model, offering examples for each stage from the work of the student‐teachers.

Analysis of teaching practices of university professors in the health field

The study aims to describe teaching practices--in planning, execution and evaluation of the teaching-learning process--used by faculty of some courses in the health field in Brazil: Odontology, Medicine, Nursing, Pharmacy, Psychology, Nutrition, Social Work and Veterinary Medicine. The sample was made up by 29 faculties enrolled in a didactic subject course at graduate programs. They answered a questionnaire with semi-open questions. The answers obtained point to a "banking" education practice, according to Paulo Freire. This kind of education is characterized by: 1) emphasis on the transmission of information; 2) many hours of education; 3) little integration between courses and 4) lecture classes.

Discovering Perimeter and Area with Logo

The students at the girls’ school in which I work seemed not to be as adroit in internalizing their mathematics, as they were in merely recalling it. They were attempting to please their teacher, afraid to take risks, and too often parroted answers. The girls seldom searched for what might lie beyond a concept but were satisfied just to understand it. We believed that some portion of this. reluctance was due to the way we taught mathematics as a didactic subject. with students getting their ideas almost exclusively by listening.

Differential supervision and cognitive structure effects on empathy and counseling effectiveness

The present study investigated the effects of didactic and experiential supervision procedures on the judged counseling effectiveness of high and low cognitive complexity counselor trainees. Subjects in the two supervision groups (N=16) were trained in attending, questioning, and reflection of feeling over three sessions. Training consisted of exposure to videotaped counseling models, discussion of the model's behavior with the supervisor, videotaped role playing of therapy, and discussion of the therapy with the supervisor. Training was exactly the same for both groups except for supervision. A control group (N=8) did not receive any training. All subjects, including controls, were pre- and post-tested for counseling effectiveness as measured by judged tape ratings on the 25-item Counselor Effectiveness Scale and four scales designed to assess affective, exploratory, listening, and honest labeling responses. High complex subjects responsed more favorably to the didactic supervision significantly outperforming both the high complex controls and the low complex didactic subjects on four of the five dependent measures, whereas high and low complex subjects did not respond differentially to the experiential supervision. The results were discussed in terms of fitting the complexity of the students to the supervision approach in selecting students for counseling programs.

Some Flemish Popular Prints from Hieronymus Cock and His Contemporaries

With the establishment of his shop, the Quatre Vents, around 1550, Hieronymus Cock soon made Antwerp one of the most important print-publishing centers of the period. The engravings and etching issues by Cock and other entrepreneurs were intended to appeal to a broad and varied public. Besides the familiar range from religious and mythological scenes to portraits, landscapes, and topographical views,1 a number of prints were also devoted to humorous and often didactic subjects, inspired by the proverbs, folklore, and popular literature of the sixteenth-century Netherlands. The best known of these prints have been extensively studied: the compositions influenced by Hieronymus Bosch, the etchings of Frans Hogenberg, and, above all, the many designs produced by Pieter Bruegel the Elder for Hieronymus Cock, such as the Big Fish Eat the Little Fish, Everyman (Elck), and the Alchemist.2 There are other prints, however, mostly after anonymous artists, which have with few exceptions been largely ignored. They des...

Pedagogical Research Problems of the General Curriculum

The decree of the Central Committee of the Communist Party of the Soviet Union (CPSU) and the USSR Council of Ministers on the school (dated November 10, 1966) clearly set forth the task of introducing scientifically substantiated syllabuses and curricula. Pedagogical science was called upon to ensure fulfillment of this task, which required that curriculum theory be drawn upon. As early as 1965, in a discussion organized by the journal Sovetskaia pedagogika [Soviet Pedagogy], the question of the importance of pedagogical theory - whose underassessment in working out the new syllabuses and curricula could significantly complicate the solution of practical problems - was urgently raised. When the idea of the new curriculum was first introduced, however, it was admitted that the field of didactics "is concerned only minimally with working out curriculum problems" (B. P. Esipov, "On the Subject, Problems, and Methods of Didactics," Narodnoe obrazovanie, 1963, No. 4, p. 58).

The Subject, Purposes and Method of Didactics

Number 10 of Narodnoe obrazovanie for 1962 carried L. Zankov's article entitled "The Didactic Foundations of Teaching" [O didakticheskikh osnovakh obucheniia]. The author does not explain exactly what he means by "didactic foundations of teaching." He formulates only one didactic principle: "to organize instruction at a high level of difficulty."