Use Of Didactic Material Research Articles

Students’ perceptions on the benefits of authentic materials through technology in English listening comprehension

The use of didactic materials in teaching has been an important issue throughout the history of education. Considering the constant educational innovations, authentic materials have been effective tools for developing listening comprehension skills. Recent studies have shown that use of authentic materials through technology in teaching have highlighted the need to analyse their effects in Learning the English Language. In this sense, the present research aims to figure out the seventh-grade students’ perceptions on the benefits of authentic materials through technology in the improvement of their listening comprehension skills at an elementary school in Loja city during the 2022-2023 school year. For this reason, the researcher applied an action research model approach with a questionnaire to gather quantitative and qualitative data, which were interpreted and analysed by using descriptive statistics and thematic analysis. The results showed that students agreed that authentic materials like songs, cartoons, conversations, TED talks, and documentaries helped them to acquire the language, keep them motivated, develop their interaction with their classmates, feel comfortable, and improve their listening skills. Therefore, it was concluded that seventh-grade students positively perceived the use of authentic materials provided through technology.

ENSINO REMOTO PARA ESTUDANTES DO PÚBLICO-ALVO DA EDUCAÇÃO ESPECIAL NOS INSTITUTOS FEDERAIS

ABSTRACT: Due to the Covid-19 pandemic and the required social distance measures, face-to-face classes were suspended in early 2020. Considering this scenario, the purpose of this study was to analyze the practices of educational planning for students with Special Education Needs (SEN) at the Federal Institutes of Education, Science, and Technology (Institutos Federais de Educação, Ciência e Tecnologia - IFs). The exploratory and descriptive approach used in this study, which is in the format of survey research, was carried out with the participation of 156 professors from different campuses of the FIs. Data collection was performed via a questionnaire. The data obtained were systematized, organized, and analyzed both quantitatively and qualitatively into thematic categories, following the instrument variables. The results showed that teachers sought different alternatives in remote education, such as: collaborative planning; adoption of different procedures in specific planning; prediction of changes in pedagogical practices; use of didactic material and adapted assessments, etc. The adopted technologies and the virtual environment were considered in both positive and challenging aspects. It is concluded that the demand to meet the educational needs of these students in remote education requires the redesign of pedagogical processes, with different actions, which will vary depending on each institute. However, there was a lack of guidelines to develop the individualized teaching plan, as well as greater articulation collaboration with special education teachers, which can impact the quality of teaching and learning of students with SEN. It is suggested that further research should be carried out, seeking to further deepen and evaluate the remote teaching experiences during the pandemic.

Desenvolvimento do pensamento numérico através de uma seqüência didática na segunda série novo modelo educacional escolar para a segunda série

Introduction: The article aims to demonstrate the use of a didactic sequence in the Escuela Nueva model, which due to its integrating characteristics must be present at various times in the process of developing numerical thinking. Objective: To analyze the effects evidenced by the implementation of the didactic sequence in the Escuela Nueva model, in the development of numerical thinking in second grade students. Methodology: Mixed research, in the line of research: development of mathematical thinking. It was carried out with students from the second grade of primary school, between 7 and 9 years old, from the Guavio de Fusagasugá Municipal Educational Institution. Results: To achieve this goal, a pedagogical proposal was designed and applied, which consisted of a didactic sequence that contains three sessions, where cooperative work is used, the game as a motivating agent, the use of didactic material that in turn is conducive to the students activities such as counting, numbering, relating, comparing, performing mental calculations as well as the use of addition and subtraction operations, which offered opportunities to enhance students' numerical thinking. Conclusions: Continuous and effective commitment was demonstrated, which allows to initiate a process of methodological and didactic change in the teaching and learning process in the area of mathematics, taking advantage of and adapting all the resources of the institution and the community, such as: physical spaces, didactic material and development of a playful pedagogy that allowed the interaction of students and teachers for the development of numerical thinking, demonstrating that through a didactic sequence, students build knowledge, make numerical relationships and learn significantly.

Intercâmbio de materiais didáticos matemáticos propostos para a Educação Básica: Ensino fundamental II e Ensino Médio

A Matemática é uma das disciplinas no qual muitos discentes consideram de difícil entendimento, com definições e propriedades abstratas. Para facilitar o aprendizado dos alunos na Educação Básica existem diversos materiais manipuláveis que podem auxiliar no desenvolvimento do processo cognitivo. O objetivo desse artigo é apresentar alguns materiais didáticos que foram desenvolvidos com a orientação de docentes do curso de Licenciatura em Matemática da Universidade Federal do Sul e Sudeste do Pará (Unifesspa), em Santana do Araguaia – PA, explorando o ensino de Matemática, amostras ou exposições dos objetos que possam agregar contribuições no Ensino Básico. A pesquisa enquadra-se na abordagem qualitativa, do tipo estudo de caso. A confecçãos materiais didáticos matemáticos apresentados só foi possível através da iniciativa de começar a produzir ferramentas que venham de fato contribuir positivamente para a Educação Básica. Os conteúdos destinados a cada material ilustrado foramtados em turmas do Ensino Fundamental II, Ensino Médio e graduação. Por meio da confecção destes materiais e apresentações de suas metodologias trabalhadas na Educação Básica, pretendemosntribuir para o incentivo e o desenvolvimento de novas atividades diferenciadas com materiais manipuláveis de baixo custo. Por fim, a confecção e utilização de materiais didáticos poderão servir de apoio para novas propostas didáticas a serem realizadas em escolas santanenses na área da Matemática.

Technical drawing

The objective of this work is to propose the use of didactic material, to facilitate the teaching and learning of orthogonal projections in the international system. Virtual files of the projection planes are created: front, left side and bottom; as well as those corresponding to three versions of the same geometric entity: point, line, area and solid. The frontal plane is fixed, and the left side and bottom are restricted with respect to it allowing its rotation to coplanar all three. In the assembly of the projection planes, versions 1, 2 and 3 of the same geometric entity are inserted; each one respectively including its frontal, right lateral and superior projections; such versions are restricted with respect to the frontal, left side and bottom plane. The restrictions between the projection planes and between them and the versions of the same geometric entity allow the animation of the assembly, showing the solution of the problem that involves representing a three-dimensional object on a sheet. The augmented, virtual, animated, and timed reality environment; according to the learning needs of students and teaching of teachers; constitutes the main contribution of this work.

Application work using software tools and didactic equipment of electrical machines in electrical engineering studies

AbstractThis article describes the use of software tools and didactic equipment of electrical machines applied to the teaching in electrical engineering, specifically in the realization of an application work consisting of the characterization of the three‐phase induction motor. Several studies have explored the effectiveness of teaching activities, which encompass different learning tools in the same work, from the use of didactic materials to the use of professional computer tools. The objective is the simultaneous use of didactic equipment and the calculation methodologies through specific software of industrial applications in engineering studies. In addition, to observe whether performing application work that implementing different techniques at the same time fosters the critical spirit among students. The activities students must do in the application work proposed in the subject of rotating electrical machines is to determine all the constructive variables of an induction motor, draw it, simulate its electromagnetic behavior by finite element method with a freeware available 2D program, test the motor in the laboratory following the guidelines of the current standards and, finally, compare the results obtained from the tests and the simulation, by making a critique of the results and the calculation methodology used. The application work presented in the article has been implemented during several courses in the subject of electrical machines for electrical engineering students, with satisfactory results.

Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

A knowledge management approach to promote an energy culture in higher education

ABSTRACT This document presents a Knowledge Management (KM) model aimed at promoting a strong energy culture regarding Saving and Efficient Use of Energy (SEUE) in higher education students. A survey was carried out and the analysis revealed a significant association between the study subjects’ prior tacit knowledge about SEUE and their KM situation and attitudes about it. We have also used factor analysis as a statistic technique to extract latent variables from the ones already existing. The findings suggest the design and use of didactic materials and educational strategies that promote training and development practices in the context of an effective and transparent knowledge transfer process, as well as individual practices in the change of energy use behaviour. The educational strategies must prevent previously inherited beliefs from distorting the new necessary knowledge, i.e., the tacit knowledge higher education students must acquire, assimilate and disseminate to strengthen a culture of SEUE.

СОВРЕМЕННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ КАК ЗАЛОГ МОДЕРНИЗАЦИИ ПРОЦЕССА ПРЕПОДАВАНИЯ ПРЕДМЕТА “ФИЗИЧЕСКАЯ КУЛЬТУРА”


 
 
 
 The article considers the peculiarities of modern educational technologies using at “Physical Training” lessons. The results of theoretical analysis and practical work show that the use of these technologies will make the teaching process more effective.The use of didactic materials and creative approach to the teaching process will increase and enrich the content of the subject, improve the quality of the lessons and contribute to the involvement of schoolchildren in physical culture and sports.
 
 
 

Mind maps produced by visual impaired students

Abstract. This paper presents part of the results obtained by a master’s research entitled “Teaching of Geography to visually impaired students: new methodologies to discuss the concept of landscape”. The data collected was the result of 8 years’ experience in teaching Geography to visually impaired students at the Benjamin Constant Institute (IBC), a school in Rio de Janeiro specialized in teaching blind and visual impaired students for over 150 years. This study was motivated by the difficulty such students face during the learning process of geographic concepts.The hypothesis raised during the research was that the use of didactic materials, which include the senses other than sight, mitigate such difficulties by enabling alternative sensorial paths. We chose the topic landscapes and the representation forms of such an important category in Geography.Three visually impaired students (blind) were asked to represent the landscapes they find during their daily trip to school, highlighting their own perceptions, and how the other senses collaborate to the apprehension of the landscape. Each student drew and described his route. According to Kozel (2007, p.120), “the concept of lived world, brought by phenomenology, works as meaningful input to understand mental maps”. Therefore, these maps represent the world, in which the students are inserted.Student 1 – Lives in Japeri, state of Rio de Janeiro, 84km far from the Institute. In his drawing, he chose to depict streets close to his house, the Institute, the train service line Central do Brasil and the beaches. He did not place the items in correct order: the drawings were placed side-by-side.Student 2 – Lives in Honório Gurgel, a neighborhood in the north region of the city of Rio de Janeiro, 33km far from the Institute. He walks to the train station in Honório Gurgel. He states that he can apprehend and identify the surroundings of his house and the changes that occur throughout the day. In his drawing, he chose to depict the entire path from his house to school, including all details he was able to apprehend. His notion of laterality, space and distance is very keen. This means he understands well the spatial organization of his neighborhood and his path to the Institute.Student 3 – Lives in Duque de Caxias, 33km far from the Institute. He wakes up daily at 4h30. He also apprehends the silence and the small number of people and cars on the streets. When he leaves home, he has his mental map ready, indicating how he must proceed, in order to get to the Institute. “When I leave home, I already have my mental map analyzed and planned”. He chose to draw the main points of his path, starting with the train station Central do Brasil, where he arrives by bus, followed by the beaches Aterro do Flamengo, and finally the Institute. He arranged all places according to his commuting.The development of the research showed the importance of mental maps for the spatial organization of people with disabilities. It also showed how they use other senses to apprehend their surroundings. After the activity, it was possible to build a model with texture and sound, so that the students could compare their own perceptions with the representation of the path from their houses to the Institute. It is important to use multisensorial didactic materials elaborated according to tactile cartographic techniques, so that visually impaired students have quality throughout their learning process.

Didactic material in the process of teaching triangles

Introduction.Teaching geometry is based on the need to know the properties of geometric figures in space and how they are applied in different branches of knowledge. Objective:To determine the influence of using didactic material in the teaching-learning process of the concepts related to triangles. Materials and methodsThe research was of the quasi-experimental type, it was investigated in the socioeducational level with exploratory, descriptive, correlational and a quantitative approach because the data collection, analysis and statistical calculations were used. Results It is established that the use of didactic material if it influenced the teaching-learning process. Discussion.As the average of the experimental group is higher, it can be established that the use of didactic material as a didactic technique does influence the teaching of triangles. ConclusionsThe need to create in the career spaces for the formation of students in the development of teaching materials.

La importancia del uso del material didáctico para la construcción de aprendizajes significativos en la Educación Inicial

El presente trabajo de investigación analizó la situación de las escuelas de Ecuador respecto al uso del material didáctico y a la ejecución de las varias estrategias educativas. Quisiera darle valor a la palabra “innovación” y que reciba una acepción positiva en el ámbito escolar; ya que, más que suplantar, quisiera incursionar, sugestionar y explorar todos los materiales didácticos que ayuden en el aprendizaje significativo. No se trata de eliminar y cambiar el “tradicional” material didáctico de uso en las escuelas, por otros tal vez mejores y más dinámicos; sino que le sumen a éste y que sean vistos como “pasos positivos”, nacidos como una fusión entre lo nuevo y lo viejo, hacia y para una nueva sociedad. De hecho, no debemos apartarnos de la realidad cada vez más cambiante, sino involucrarnos a ella y tomar lo positivo de manera consciente y sabia. Se tiende, por lo general, a ser reacios a lo que se concibe como nuevo, pero es bueno, creativo y útil acoger nuevas técnicas o nuevos conocimientos. Se debe aprender a ver los nuevos conocimientos como la parte enriquecedora de nuestra cultura. De todo lo nuevo se puede aprender y de todo lo viejo se puede mejorar y crear algo mejor. Es, por tanto, indispensable que se abran nuevos horizontes para acoger las pautas que nos brinda el sistema escolar sin miedo a errores o equivocaciones. El trabajo realizado, a través de la investigación de campo, llegó a la conclusión que más recursos didácticos significa tener más posibilidades de desarrollo.

Інтерактивна технологія формування риторичної культури майбутніх викладачів вищої школи

In the article, the concept of «technology learning», «interactive learning» was analyzed through the prism of teaching rhetoric. Polemical remarks about the use of the notion «technology of training» were formulated, in particular, regarding the signs of technocracy in the technological approach to learning. The application of technology at the subject level as a set of methods, as well as in connection with the presence of a distance component of training with the use of information and communication technologies was substantiated. Interactive technology for the forming of the rhetorical culture of future lecturers of the university was proposed. It combines traditional, active and interactive methods of rhetoric education with a tangible advantage of the latter. The technology consists of the following groups of methods: cooperative training (work in small groups of cooperation), collective-group training (lecture-conversation, lecture with mini-lectures of students, lecture with preliminary independent study of the text of the lecture, group discussion, public speaking, group rhetorical analysis, etc.), situational modeling (distance and classroom didactic games), practical training (rhetorical training according to stages of rhetorical activity) and self-improvement training (rhetorical portfolio). The direction of forming the rhetorical culture of students for the future scientific and pedagogical activity involves: 1) the content and organizational-methodical connection of rhetoric with psychological and pedagogical subjects; 2) the use of didactic material of pedagogical content; 3) the use of pedagogically significant methods and techniques of teaching rhetoric (discussion, game, practice of teaching by students, staging of problematic questions, etc.). The technology was based on humanistic, axiological, communicative methodological approaches and principles of partnership of subjects of the pedagogical process, thought-speech activity and interactivity, the unity of rhetorical theory with the practice of speech, autonomy and the choice of an individual educational trajectory, creative productivity, stimulation of scientific research activity, competition and emotional comfort.

Propuesta de una situación didáctica con el uso de material didáctico para la comprensión de la noción de semejanza en estudiantes de segundo de secundaria

Se reporta el resultado de la aplicación de una situación didáctica con estudiantes de secundaria para analizar cómo comprenden la noción de semejanza con el uso de material didáctico. La situación se fundamentó en la teoría de situaciones didácticas con actividades de construcción de figuras geométricas con el uso del tangram como material de uso didáctico. El objetivo es que los estudiantes generen una representación geométrica de semejanza y conjeturen la idea de razón. Los resultados muestran estrategias con el uso del material para generar explicaciones sobre la noción de semejanza.

El Aprendizaje Significativo Como Estrategia De Estimulación De La Escritura Del Idioma Inglés En Educación General Básica

The objective of the present investigation was the analysis of the use of strategies of significant learning in order to stimulate writing in the English language, which affect the development of the writing skill causing low performance and deficient level of knowledge in the students of sixth and seventh years of general basic education. The bibliographic information on significant learning sustains the importance of the use of didactic material in the processes of assimilation and interaction when acquiring educational skills and competences. They facilitate the connection to preexisting mental schematics in order to incorporate knowledge that generates significant learning. The methods used were deductive-inductive, documentary and applied bibliography, which allowed the collection of information through observation sheets. The results showed that the cognitive processes are inadequate due to lack of didactic material to develop and stimulate the writing of the English language. Due to this worksheets were designed and applied that contain grammatical structure, vocabulary, completion exercises, active memorization, spelling, word classification, sentence formation, short sentences and long with positive and negative answers; use of demonstrative adjectives, possessive pronouns, classification of nouns; all this to stimulate writing and a base of knowledge in the learning of English as a second language.

The music materials in early childhood education: A descriptive study in Galicia (Spain)

Here we present the main findings of a study conducted at the Department of Teaching and School Organization of the University of Santiago de Compostela to explore the perceptions of teachers regarding didactic and music materials used and produced to facilitate teaching in early childhood education. This descriptive and interpretative study involved questionnaires sent to a sample of 560 early childhood teachers in public, private, private subsidized, and unitary schools in Galicia. In addition, interviews were conducted to better understand the questionnaire findings. A number of recommendations are included regarding measures to be taken by institutions and professionals involved in the process of design, selection, and use of didactic materials reflecting the analyses and opinions of the teachers in our study. Attention has been given to the comparative analysis of our findings with those in other studies carried out in Galicia and Spain over the past 10 years.

Manuais didáticos e formação da consciência histórica

Neste artigo são analisadas as condições econômicas e sociais de produção de um manual didático, a partir de trabalhos como os de Apple (1995) e Goodson (1999), bem como são apresentadas e discutidas as condições necessárias a um manual didático de História para que ele possa produzir consciência histórica, a partir das categorias criadas por Rüsen (1997). A investigação incluiu a análise do material didático produzido em uma das maiores empresas do setor no Brasil, tanto na perspectiva de sua economia política quanto na sua relação com as categorias desenvolvidas por Rüsen. Nesta análise, acrescentaram-se as posições do autor do material pesquisado, bem como do professor que o utilizou em suas aulas, buscando estabelecer um diálogo entre a teoria e a visão dos atores do processo de produção e utilização do manual didático.

Didactic material confronted with the concept of mathematical literacy

This paper reflects on the use of didactic material in mathematics classes. It focuses on the mathematical activities of students and the didactical activities of teachers. Its point of departure is a critique of technical-managerial approaches to teaching, learning, and innovation. Based on this critique, fundamental tensions between the development of new didactic material and the cognitive style and daily routines of practising teachers are identified. In the last part of the paper, the concept of mathematical literacy is introduced in order to set the crucial relationship between didactic material for mathematics instruction and the ways in which it is used in the classroom on new and fertile grounds.