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Sample records for provide additional didactical

  1. Impact of High-Fidelity Simulation and Pharmacist-Specific Didactic Lectures in Addition to ACLS Provider Certification on Pharmacy Resident ACLS Performance.

    Science.gov (United States)

    Bartel, Billie J

    2014-08-01

    This pilot study explored the use of multidisciplinary high-fidelity simulation and additional pharmacist-focused training methods in training postgraduate year 1 (PGY1) pharmacy residents to provide Advanced Cardiovascular Life Support (ACLS) care. Pharmacy resident confidence and comfort level were assessed after completing these training requirements. The ACLS training requirements for pharmacy residents were revised to include didactic instruction on ACLS pharmacology and rhythm recognition and participation in multidisciplinary high-fidelity simulation ACLS experiences in addition to ACLS provider certification. Surveys were administered to participating residents to assess the impact of this additional education on resident confidence and comfort level in cardiopulmonary arrest situations. The new ACLS didactic and simulation training requirements resulted in increased resident confidence and comfort level in all assessed functions. Residents felt more confident in all areas except providing recommendations for dosing and administration of medications and rhythm recognition after completing the simulation scenarios than with ACLS certification training and the didactic components alone. All residents felt the addition of lectures and simulation experiences better prepared them to function as a pharmacist in the ACLS team. Additional ACLS training requirements for pharmacy residents increased overall awareness of pharmacist roles and responsibilities and greatly improved resident confidence and comfort level in performing most essential pharmacist functions during ACLS situations. © The Author(s) 2013.

  2. Didactic Contracts in Realistic Mathematics Education Teaching Practice in Indonesia: A lesson on addition

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul

    combinations that make ten based on a Palembang traditional food, pempek, and tablets of medicine. The result shows that some features such as formulation and validation appear during the teaching and learning process. The students are able to produce combinations that make ten individually and collectively......This paper aims to investigate characterize features of didactic contracts in realistic mathematics education teaching practice in Indonesia in the case of a lesson on addition. We just focus on some episodes of 26 first grade students and a female teacher from SDN 197 Palembang learning...

  3. How to build institutionalization on students: a pilot experiment on a didactical design of addition and subtraction involving negative integers

    Science.gov (United States)

    Fuadiah, N. F.; Suryadi, D.; Turmudi

    2018-05-01

    This study focuses on the design of a didactical situation in addition and subtraction involving negative integers at the pilot experiment phase. As we know, negative numbers become an obstacle for students in solving problems related to them. This study aims to create a didactical design that can assist students in understanding the addition and subtraction. Another expected result in this way is that students are introduced to the characteristics of addition and subtraction of integers. The design was implemented on 32 seventh grade students in one of the classes in a junior secondary school as the pilot experiment. Learning activities were observed thoroughly including the students’ responses that emerged during the learning activities. The written documentation of the students was also used to support the analysis in the learning activities. The results of the analysis showed that this method could help the students perform a large number of integer operations that could not be done with a number line. The teacher’s support as a didactical potential contract was still needed to encourage institutionalization processes. The results of the design analysis used as the basis of the revision are expected to be implemented by the teacher in the teaching experiment.

  4. Didactical modelling

    DEFF Research Database (Denmark)

    Højgaard, Tomas; Hansen, Rune

    The purpose of this paper is to introduce Didactical Modelling as a research methodology in mathematics education. We compare the methodology with other approaches and argue that Didactical Modelling has its own specificity. We discuss the methodological “why” and explain why we find it useful...

  5. Increasing faculty participation in resident education and providing cost-effective self-assessment module credit to faculty through resident-generated didactics.

    Science.gov (United States)

    Kim, Hyun; Malatesta, Theresa M; Anné, Pramila R; McAna, John; Bar-Ad, Voichita; Dicker, Adam P; Den, Robert B

    Board certified radiation oncologists and medical physicists are required to earn self-assessment module (SAM) continuing medical education (CME) credit, which may require travel costs or usage fees. Data indicate that faculty participation in resident teaching activities is beneficial to resident education. Our hypothesis was that providing the opportunity to earn SAM credit in resident didactics would increase faculty participation in and improve resident education. SAM applications, comprising CME certified category 1 resident didactic lectures and faculty-generated questions with respective answers, rationales, and references, were submitted to the American Board of Radiology for formal review. Surveys were distributed to assess main academic campus physician, affiliate campus physician, physicist, and radiation oncology resident impressions regarding the quality of the lectures. Survey responses were designed in Likert-scale format. Sign-test was performed with P motivation to attend resident didactics (P = .004). Residents reported an increased amount of time required to prepare lectures (P = .008). We are the first department, to our knowledge, to offer SAM credit to clinical faculty for participation in resident-generated didactics. Offering SAM credit at resident lectures is a cost-effective alternative to purchasing SAM resources, increases faculty attendance, and may improve the quality of radiation oncology resident education. Copyright © 2016 American Society for Radiation Oncology. Published by Elsevier Inc. All rights reserved.

  6. INNOVACIONES EN LA ENSEÑANZA DE LA MEZCLA ADITIVA DE COLORES (INNOVATIONS IN THE DIDACTICS OF ADDITIVE COLOR MIXING

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    Maroto Centeno José Alberto

    2010-04-01

    Full Text Available Resumen:El objetivo principal de este trabajo es aportar nuevos puntos de vista y enfoques didácticos para la enseñanza, en el ámbito de la Física, de las mezclas aditiva y sustractiva de colores. Concretamente, se expone un nuevo procedimiento para el diseño e impresión de discos de color de Maxwell, basado en la utilización del programa comercial Corel Photo-Paint 9. Estos discos evidencian con gran precisión y de manera extraordinariamente sugestiva el proceso de mezcla aditiva del color, a diferencia de la mayoría de los discos de color disponibles comercialmente. Este hecho se puso de manifiesto, a través de una demostración práctica, en el curso del “I Encuentro de Físicos de las Universidades de Costa Rica y Jaén. Desarrollo de Materiales Didácticos”. Finalmente, este trabajo analiza una página web que incluye diversos applets muy útiles para entender los mecanismos de las mezclas aditivas y sustractivas de colores.Abstract:The principal aim of this work is to improve the didactics, in the area of the Physics, of the additive and subtractive mixtures of color. Concretly, a new method used for the designing and printing of Maxwell color discs is put forward. This method is based on the use of the commercial program Corel Photo-Paint 9. The Maxwell color discs showed in this work achieves an excellent color reproducing unlike the majority of commercial color discs which do not work well. In fact, a suggestive exhibition based on these Maxwell color discs was carried out in the course of the meeting “I Encuentro de Físicos de las Universidades de Costa Rica y Jaén. Desarrollo de Materiales Didacticos”, which was held in San José de Costa Rica from 16 to 19 February 2009. Finally, a web page which contains interesting applets is analyzed in this work. These applets can be used to understand the mechanism of additive and subtractive mixtures.

  7. Didactic Transposition

    DEFF Research Database (Denmark)

    Achiam, Marianne

    The term didactic transposition refers to the deconstruction and reconstruction of science knowledge, values or practices in order to make them teachable. In this paper, I present the theoretical framework that has grown around this notion. I use examples from different levels of science educatio...... framework to the more normative construct of today (the Anthropological Theory of Didactics or ATD), where it converges with other comparable frameworks, e.g. the Model of Educational Reconstruction.......The term didactic transposition refers to the deconstruction and reconstruction of science knowledge, values or practices in order to make them teachable. In this paper, I present the theoretical framework that has grown around this notion. I use examples from different levels of science education...... and different subjects to illustrate how science is transformed in any teaching undertaking, and how that transformation influences the way science is experienced and appropriated by learners. The chosen examples also illustrate the development of the notion of didactic transposition from a descriptive...

  8. Didactic use of cinema in Mathematics

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    Pablo BELTRÁN PELLICER

    2014-10-01

    Full Text Available The use of cinema as didactical resource in the Mathematics classroom has interested several authors and teachers during the last years, mainly because of its power to motivate students. On this point, suggestive compilations of scenes containing mathematical references, detailed analysis of movies closely related to Mathematics and even didactical materials to be used in the classroom have been developed. This article proposes a theoretical framework for designing classroom sequences based on the didactical situation which can arise from movies or fiction series scenes. In order to develop such a framework, we follow a didactical engineering process, taking into account some specific characteristics, as the one related to the didactical transposition, as it is required to consider the mathematic knowledge within the chosen scene, overall the way it appears. As well, a classroom experience is described, designed following the mentioned guidelines and implemented in the course of a collaborative project between two secondary education centers, where a significant motivation increase has been detected, due to using mathematical situations from the real world (or from fictional contexts but which can be easily assimilated by the students. There was also evidence about the fact that the designed didactical sequences allow to reduce the cognitive gap required to acquire certain mathematical concepts, because of the scenes provide additional information within an extra-mathematical context. Therefore, our proposal establishes some basic considerations in order to efficiently design didactical sequences using movie scenes as a resource, underlining its power to motivate as well as its facilitating ability when introducing new mathematical concepts to our students.

  9. Build platform that provides mechanical engagement with additive manufacturing prints

    Science.gov (United States)

    Elliott, Amelia M.

    2018-03-06

    A build platform and methods of fabricating an article with such a platform in an extrusion-type additive manufacturing machine are provided. A platform body 202 includes features 204 that extend outward from the body 202. The features 204 define protrusive areas 206 and recessive areas 208 that cooperate to mechanically engage the extruded material that forms the initial layers 220 of an article when the article is being fabricated by a nozzle 12 of the additive manufacturing machine 10.

  10. JNC's experience of complementary accesses provided by the additional protocol

    International Nuclear Information System (INIS)

    Miura, Yasushi

    2001-01-01

    JNC (Japan Nuclear Cycle Development Institute) examined problems on implementation of the Additional Protocol to Japan/IAEA Safeguards Agreement with the Government of Japan and International Atomic Energy Agency through trials performed at Oarai Engineering Center before it entered into force. On December 16th 1999, the Additional Protocol entered into force, and in last January JNC provided the first JNC site information to STA. Then our Government provided it of all Japan to IAEA in last June. Also in this January, we sent the additional information changed from old one to MEXT (Ministry of Education, Culture, Sports, Science and Technology). The first Complementary Access of not only JNC but also Japan was implemented on JNC Ningyo-Toge Environmental Engineering Center on the end of last November. Since then, we have had over 10 times experience of Complementary Accesses for about one year especially on Tokai works and Ningyo-Toge. JNC's experience of Complementary Accesses will be introduced. (author)

  11. Foreign language interactive didactics

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    Arnaldo Moisés Gómez

    2016-06-01

    Full Text Available Foreign Language Interactive Didactics is intended for foreign language teachers and would-be teachers since it is an interpretation of the foreign language teaching-learning process is conceived from a reflexive social interaction. This interpretation declares learning based on interactive tasks that provide learners with opportunities to interact meaningfully among them, as a way to develop interactional competence as objective in itself and as a means to obtain communicative competence. Foreign language interactive didactics claims for the unity of reflection and action while learning the language system and using it to communicate, by means of solving problems presented in interactive tasks. It proposes a kind of teaching that is interactive, developmental, collaborative, holist, cognitive, problematizing, reflexive, student centered, humanist, and with a strong affective component that empower the influencing psychological factors in learning. This conception appears in the book: DIDÁCTICA INTERACTIVA DE LENGUAS (2007 y 2010. The book is used as a textbook for the subject of Didactics that is part of the curriculum in language teachers’ formation of all the pedagogical sciences universities, in Spanish teachers’ formation who are not Spanish speaking people at Havana University, and also as a reference book for postgraduate courses, master’s and doctorate’ s degrees.

  12. AVICENNA'S MEDICAL DIDACTIC POEM: URJUZEHTEBBI.

    Science.gov (United States)

    Nimrouzi, Majid; Salehi, Alireza; Kiani, Hossein

    2015-01-01

    Historical research shows that many physicians experienced in medical sciences are also talented in art, literature and poetry. Avicenna was a sage who was skilled in poetry in addition to philosophy and medicine. He wrote two different types of poetry: those meant to be enjoyed for their literary qualities of novelty and imagination, and his didactic Urjuzeh. Didactic poems are different from poetry evoked by imagination and feeling. In didactic poetry, the poets want to learn science and philosophy, whether spiritual, ethical or practical to the readers. Rhyme and poetry were often used for scientific writing in Avicenna's era, and were considered a method for memorizing scientific information and raising students' interest in difficult scientific concepts. Verse was used to simplify the didactic content, ease memorization and make difficult scientific issues more attractive. In medieval Persia, students of medicine had learned the basics of philosophy before starting medical courses. Poetry could help the students memorize the poem itself in combination with its meaning, in a way that was better and easier than prose. Avicenna's masterpiece, UrjuzehTebbi, comprises a perfect course in traditional Persian medicine in rhyming text written in Arabic. This great work was translated into Persian at the research centre for traditional medicine and history of medicine. We hope that the Persian translation of Urjuzeh Tebbi will allow students and experts to better appreciate the role of didactic poems in compiling and transmitting the concepts of Iranian medicine.

  13. The Didactics of Higher Education Didactics

    DEFF Research Database (Denmark)

    Keiding, Tina Bering; Qvortrup, Ane

    Based on a systematic categorization and analysis of a total of 393 contributions in three journals for research and development in higher education, the paper shows how the scholarship of teaching and learning in higher education (SoTL) over time have produced a didactic pattern. We designate th...... for general didactics and education research. Especially, how the scholarship of teaching and learning in higher education puts itself at the disposal of the on-going didactical professionalization of teachers in higher education.......Based on a systematic categorization and analysis of a total of 393 contributions in three journals for research and development in higher education, the paper shows how the scholarship of teaching and learning in higher education (SoTL) over time have produced a didactic pattern. We designate...... this pattern “The didactics of higher education didactics”. The analytical framework is found in the didactics of Paul Heimann (Die Lehrteoretische Didaktik) and the empirical basis in the abstracts in Higher Education Research & Development, Uniped and Danish Journal for Teaching and Learning in Higher...

  14. Didactical Ontologies

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    Steffen Mencke, Reiner Dumke

    2008-03-01

    Full Text Available Ontologies are a fundamental concept of theSemantic Web envisioned by Tim Berners-Lee [1]. Togetherwith explicit representation of the semantics of data formachine-accessibility such domain theories are the basis forintelligent next generation applications for the web andother areas of interest [2]. Their application for specialaspects within the domain of e-learning is often proposed tosupport the increasing complexity ([3], [4], [5], [6]. So theycan provide a better support for course generation orlearning scenario description [7]. By the modeling ofdidactics-related expertise and their provision for thecreators of courses many improvements like reuse, rapiddevelopment and of course increased learning performancebecome possible due to the separation from other aspects ofe-learning platforms as already proposed in [8].

  15. Application of Learning Curves for Didactic Model Evaluation: Case Studies

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    Felix Mödritscher

    2013-01-01

    Full Text Available The success of (online courses depends, among other factors, on the underlying didactical models which have always been evaluated with qualitative and quantitative research methods. Several new evaluation techniques have been developed and established in the last years. One of them is ‘learning curves’, which aim at measuring error rates of users when they interact with adaptive educational systems, thereby enabling the underlying models to be evaluated and improved. In this paper, we report how we have applied this new method to two case studies to show that learning curves are useful to evaluate didactical models and their implementation in educational platforms. Results show that the error rates follow a power law distribution with each additional attempt if the didactical model of an instructional unit is valid. Furthermore, the initial error rate, the slope of the curve and the goodness of fit of the curve are valid indicators for the difficulty level of a course and the quality of its didactical model. As a conclusion, the idea of applying learning curves for evaluating didactical model on the basis of usage data is considered to be valuable for supporting teachers and learning content providers in improving their online courses.

  16. Modern didactics of mass electronic education

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    Mihail P. Karpenko

    2017-12-01

    Full Text Available The requirements to educational process of higher education and its didactics, arising from needs of society in mass education and of the opportunities provided by modern telecommunications technologies. Didactics based on class-and-lesson and lecture and seminar methods in principle can not be used for the development of mass higher and continuing education. This didactics requires excessively high material and labor resources, creates insuperable organizational difficulties due to campusname learning and ineffective in cognitive terms, as it uses not individual, but collective, group learning. Modern didactics is education. It should ensure maximum efficiency of the educational process. The basis of didactics of e-learning is a robotic educational web environment using cloud computing.

  17. The 2016 ACCP Pharmacotherapy Didactic Curriculum Toolkit.

    Science.gov (United States)

    Schwinghammer, Terry L; Crannage, Andrew J; Boyce, Eric G; Bradley, Bridget; Christensen, Alyssa; Dunnenberger, Henry M; Fravel, Michelle; Gurgle, Holly; Hammond, Drayton A; Kwon, Jennifer; Slain, Douglas; Wargo, Kurt A

    2016-11-01

    The 2016 American College of Clinical Pharmacy (ACCP) Educational Affairs Committee was charged with updating and contemporizing ACCP's 2009 Pharmacotherapy Didactic Curriculum Toolkit. The toolkit has been designed to guide schools and colleges of pharmacy in developing, maintaining, and modifying their curricula. The 2016 committee reviewed the recent medical literature and other documents to identify disease states that are responsive to drug therapy. Diseases and content topics were organized by organ system, when feasible, and grouped into tiers as defined by practice competency. Tier 1 topics should be taught in a manner that prepares all students to provide collaborative, patient-centered care upon graduation and licensure. Tier 2 topics are generally taught in the professional curriculum, but students may require additional knowledge or skills after graduation (e.g., residency training) to achieve competency in providing direct patient care. Tier 3 topics may not be taught in the professional curriculum; thus, graduates will be required to obtain the necessary knowledge and skills on their own to provide direct patient care, if required in their practice. The 2016 toolkit contains 276 diseases and content topics, of which 87 (32%) are categorized as tier 1, 133 (48%) as tier 2, and 56 (20%) as tier 3. The large number of tier 1 topics will require schools and colleges to use creative pedagogical strategies to achieve the necessary practice competencies. Almost half of the topics (48%) are tier 2, highlighting the importance of postgraduate residency training or equivalent practice experience to competently care for patients with these disorders. The Pharmacotherapy Didactic Curriculum Toolkit will continue to be updated to provide guidance to faculty at schools and colleges of pharmacy as these academic pharmacy institutions regularly evaluate and modify their curricula to keep abreast of scientific advances and associated practice changes. Access the

  18. Didactic psychodrama and sociodrama.

    Science.gov (United States)

    Goble, J

    1990-12-01

    The terms psychodrama, sociodrama, and didactic psychodrama are defined. These three action techniques are compared with respect to their differing goals and methodologies. The application of the use of didactic psychodrama and sociodrama with student nurses undergoing Psychiatric Nurse Training is outlined, together with verbal reports elicited from the students following, a) a 20-week study day programme where didactic psychodrama was used on an regular basis, and b) a sociodrama workshop. It is concluded that sociodrama and didactic psychodrama are powerful action learning methods that can be successfully employed with junior student psychiatric nurses. It is also acknowledged that the underlying rationale, and procedural details of these two methods differ from, those associated with more conventional social skills based training approaches, and these differences have implications for trainers.

  19. Taste didactic reflection theory

    DEFF Research Database (Denmark)

    Wistoft, Karen; Qvortrup, Lars

    and gastrophysicists), and social sciences (anthropologists) as well as educators (preschool, elementary, secondary and vocational schools, colleges and universities) and chefs. Through interdisciplinary research collaboration and communication we attempt to span the perceived chasm separating food-sensory science......, high schools and vocational educations. By integrating research, taste, learning, didactics and communication, our projects focus on three main areas: sensory sciences and didactics; gastrophysics and the integration of scientific disciplines; and innovation and honing of culinary skills. While we...... teach pupils, students and the broader public in educational institutions and festivals about and through taste, we also study their use of taste, taste preferences, and learning processes by gathering empirical data for anthropological, sensory and pedagogical research. At the conference, we wish...

  20. Didactics of science and mathematics: emergence and implications for the teacher training

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    Francisco Régis Vieira Alves

    2017-12-01

    Full Text Available The field of studies and research in Science and Mathematics Education enjoys a wide recognition and acceptance by the community of experts in several countries around the world. In particular, when we turn our attention more to teaching and learning phenomena, especially to classroom phenomena, in which the teacher of specific disciplines assumes a non-supporting position in the process, we come to see a place of relevance for Didactics Sciences and Mathematics (DCeM. Thus, in this context, the present paper addresses works and discusses some trends in DCeM, without disregarding a historical-evolutionary scientific trajectory that culminated with its academic visibility, especially in the years of 1980 and 1990. In addition, a framework of globality can not be understood without an understanding of the function of its constituent parts. Thus, some assumptions of the Didactics of Mathematics (DM, Didactics of Physics (DF, Didactics of Chemistry (DQ and, finally, Didactics of Biology (DB provide the reader with the perception of invariant and recurrent elements In the studies in each area, with the bias of interest in their teaching. Therefore, work provides the dialectical process of substitution and old paradigms and the glimpse of new trajectories of research in teaching of Sciences and Mathematics that, despite its advances, cannot neglect the main scenario of the teacher's performance, that is, the classroom.

  1. Clinical Exposure to Transgender Medicine Improves Students' Preparedness Above Levels Seen with Didactic Teaching Alone: A Key Addition to the Boston University Model for Teaching Transgender Healthcare

    Science.gov (United States)

    Park, Jason A.; Safer, Joshua D.

    2018-01-01

    Abstract Purpose: Transgender individuals are medically underserved in the United States and face many documented disparities in care due to providers' lack of education, training, and comfort. We have previously demonstrated that specific transgender medicine content in a medical school curriculum increases students' willingness to treat transgender patients. However, we have also identified that those same students are less comfortable with transgender care relative to care for lesbian, gay, and bisexual patients. We aimed to demonstrate that clinical exposure to care for transgender patients would help close this gap. Methods: At Boston University School of Medicine, we piloted a transgender medicine elective where students rotate on services that provide clinical care for transgender individuals. Pre- and postsurveys were administered to students who participated in the elective. Results: After completing the elective, students who reported “high” comfort increased from 45% (9/20) to 80% (16/20) (p=0.04), and students who reported “high” knowledge regarding management of transgender patients increased from 0% (0/20) to 85% (17/20) (ptransgender-specific content into medical curricula improves student knowledge and comfort with transgender medical care, gaps remain. Clinical exposure to transgender medicine during clinical years can contribute to closing that gap and improving access to care for transgender individuals. PMID:29344576

  2. Clinical Exposure to Transgender Medicine Improves Students' Preparedness Above Levels Seen with Didactic Teaching Alone: A Key Addition to the Boston University Model for Teaching Transgender Healthcare.

    Science.gov (United States)

    Park, Jason A; Safer, Joshua D

    2018-01-01

    Purpose: Transgender individuals are medically underserved in the United States and face many documented disparities in care due to providers' lack of education, training, and comfort. We have previously demonstrated that specific transgender medicine content in a medical school curriculum increases students' willingness to treat transgender patients. However, we have also identified that those same students are less comfortable with transgender care relative to care for lesbian, gay, and bisexual patients. We aimed to demonstrate that clinical exposure to care for transgender patients would help close this gap. Methods: At Boston University School of Medicine, we piloted a transgender medicine elective where students rotate on services that provide clinical care for transgender individuals. Pre- and postsurveys were administered to students who participated in the elective. Results: After completing the elective, students who reported "high" comfort increased from 45% (9/20) to 80% (16/20) ( p =0.04), and students who reported "high" knowledge regarding management of transgender patients increased from 0% (0/20) to 85% (17/20) ( p <0.001 ) . Conclusion: Although integrating evidence-based, transgender-specific content into medical curricula improves student knowledge and comfort with transgender medical care, gaps remain. Clinical exposure to transgender medicine during clinical years can contribute to closing that gap and improving access to care for transgender individuals.

  3. Semiotic and discursive variables in cas-based didactical engineering

    DEFF Research Database (Denmark)

    Winsløw, Carl

    2003-01-01

    CAS, didactical engeneering, Maple, semiotics, undergraduate teaching, mathematics, education, didactics......CAS, didactical engeneering, Maple, semiotics, undergraduate teaching, mathematics, education, didactics...

  4. USING DIDACTIC EQUIPMENT IN VOCATIONAL SUBJECTS TEACHING

    OpenAIRE

    JIROUT, Jiří

    2011-01-01

    Baccalaureate Work ?Using Didactic Equipment In Vocational Subjects Teaching? describes various methods of teaching and using didactic engineering in education. Theoretic part describes general aspects of using didactic engineering, teaching methods a and ways how to use didactic engineering in teaching vocational subjects. Practical part finds how students appreciate using modern didactic aids and engineering in education.

  5. The Didactic Principles and Their Applications in the Didactic Activity

    Science.gov (United States)

    Marius-Costel, Esi

    2010-01-01

    The evaluation and reevaluation of the fundamental didactic principles suppose the acceptance at the level of an instructive-educative activity of a new educational paradigm. Thus, its understanding implies an assumption at a conceptual-theoretical level of some approaches where the didactic aspects find their usefulness by relating to value…

  6. DIDACTICS: DEVELOPMENT OR STAGNATION?

    Directory of Open Access Journals (Sweden)

    I. P. Smirnov

    2016-01-01

    Full Text Available ARTICLE RETRACTEDThe aim of the paper – the detailed analysis of the monograph «Contents and Structure of Regularities of Process of Training (Theory and Experiment» which is written by the corresponding member of the Russian Academy of Education (RAE, Doctor of pedagogical sciences, Professor I. I. Logvinov. The book was included into a series «Basic researches of institute of the theory and history of pedagogics of the Russian Academy of Education. Proceedings 2008–2012».The review of the monograph of I. I. Logvinov has become a reason for reflections of the author of the present publication about actual, most burning issues of a modern Russian educational system: on the status of pedagogics in modern domestic science; evolutions of didactic knowledge and its typology; quality of dissertation researches and emasculation in scientific pedagogical concepts of the fundamental bases; ideologization of didactics and a role of the state in this process.Sorting basic thesis of I. I. Logvinov’s work, in something agreeing, and in something arguing with the scientist, the author of article claims that it is a serious and necessary work where the extremely important questions concerning the most painful points of the Russian pedagogical science and a condition of our education in general are brought up.

  7. Didactic Transposition in Mathematics Textbooks.

    Science.gov (United States)

    Kang, Wan; Kilpatrick, Jeremy

    1992-01-01

    Didactic transposition theory asserts that bodies of knowledge are designed not to be taught but to be used. Discusses didactic transposition, the transposition of knowledge regarded as a tool to be used to knowledge as something to be learned in mathematics textbooks. (14 references) (MDH)

  8. From Didactics to Matetica

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    Federico GÓMEZ RODRÍGUEZ DE CASTRO

    2013-11-01

    Full Text Available At least from Comenius, the organisation of a public school system is being raised. Since then, the discusión about the aims, limits, levels and contents of education returns from time to time. With the intention of illuminating the main thesis of this paper, according with its title and fully aware of the possible bias of this choice, the author explores a theoreticalpractical way which he considers illustrative. From Comenius to Humboldt, Giner de los Ríos and Klafki, there is a powerful stream running through the history of education which attributes to education the aim of leading the person from didactics to matetics (matética, from the situation of being taught by somebody else to the capacity of learning by himself. This dichotomy sets the two essential levels in education: general education on the one hand and vocational training and professional practice on the other. General education ends when the person is able to learn, when he or she does not need to be taught and can decide his or her behaviour by him/herself. In practice, confusion has been brought by different historial influences, whether sociological, ideological, political or religious. Due to some of these influences, education of children and youth has go across shorter or longer, simpler or more complex ways, adapted to given social conditions and situations. Education for a countryman or a craftsman is different of education for a lawyer or a doctor. This so evident reason has also been the pretext for discriminating the students for reasons other than their own capacities.In the second half of the 20tJl century, it is interesting to watch the longlasting, indecisive battle between general education and vocational training. In this long war in which traditional baccalauréat has moved back and general education has extended, confusion remains. Curriculum is polluted by major patterns (subjects, methods, teachers and under those circumstances neither pedagogical

  9. Taste as a didactic approach

    DEFF Research Database (Denmark)

    Wistoft, Karen; Christensen, Jacob

    2016-01-01

    of expectations to students’ learning. This article presents the results of a new quantitative study that investigates students’ work with taste in relation to their own expected learning in the subject Food Knowledge, viewed in the light of three didactic elements: motivation, student participation......Teaching does not necessarily condition learning, and specific didactic elements do not necessarily condition the best learning outcome; this also applies to ‘food and meal’ lessons in schools. Teachers’ didactic reflections usually reflect the content and form of the teaching, as well as a number...... and innovation in school. The method is a questionnaire among students (N= 769) who have competed in Food Fight, a competition that forms part of Food Knowledge. The connection between taste and learning is a relatively unexplored field, and the analysis in this article indicates that the experience of working...

  10. Taste is a didactic approach

    DEFF Research Database (Denmark)

    Christensen, Jacob Højgaard

    2015-01-01

    of expectations to students’ learning. This article presents the results of a new quantitative study that investigates students’ work with taste in relation to their own expected learning in the subject Food Knowledge, viewed in the light of three didactic elements: motivation, student participation......Teaching does not necessarily condition learning, and specific didactic elements do not necessarily condition the best learning outcome; this also applies to ‘food and meal’ lessons in schools. Teachers’ didactic reflections usually reflect the content and form of the teaching, as well as a number...... and innovation in school. The method is a questionnaire among students (N= 769) who have competed in Food Fight, a competition that forms part of Food Knowledge. The connection between taste and learning is a relatively unexplored field, and the analysis in this article indicates that the experience of working...

  11. The desirability of education in didactic skills according to medical interns.

    Science.gov (United States)

    Kloek, Anne T; Verbakel, Joshua R A; Bernard, Simone E; Evenboer, Januska; Hendriks, Eef J; Stam, Hanneke

    2012-12-01

    Since all doctors at some point in their career will be faced with their role as a teacher, it appears desirable that future doctors are educated in didactic skills. At present, however, there are no formal opportunities for developing didactic skills at the majority of Dutch medical faculties. The main question of this study is: How do medical interns perceive the quality and quantity of their education in didactic skills? The Dutch Association for Medical Interns (LOCA) ran a national survey among 1,008 medical interns that measured the interns' self-assessed needs for training in didactic skills during medical school. Almost 80 % of the respondents argue that the mastery of didactic skills composes an essential competency for doctors, with the skill of providing adequate feedback considered to be the most important didactic quality for doctors. Of the respondents, 41 % wish to be educated in didactic skills, both during their medical undergraduate degree and during their subsequent training to become a resident. Teaching while being observed and receiving feedback in this setting is regarded as a particularly valuable didactic method by 74 % of the medical interns. Of the respondents, 82 % would invest time to follow training for the development of didactic skills if it was offered. Medical interns stress the importance of doctors' didactic skills during their clinical internships. Compared with current levels, most interns desire increased attention to the formal development of didactic skills during medical school. Considering the importance of didactic skills and the need for more extensive training, the LOCA advises medical faculties to include more formal didactic training in the medical curriculum.

  12. Modeling Didactic Knowledge by Storyboarding

    Science.gov (United States)

    Knauf, Rainer; Sakurai, Yoshitaka; Tsuruta, Setsuo; Jantke, Klaus P.

    2010-01-01

    University education often suffers from a lack of an explicit and adaptable didactic design. Students complain about the insufficient adaptability to the learners' needs. Learning content and services need to reach their audience according to their different prerequisites, needs, and different learning styles and conditions. A way to overcome such…

  13. [Health didactics: undergraduates' nursing representations and the use of an innovative teaching strategy].

    Science.gov (United States)

    de Domenico, Edvane Birelo Lopes; Matheus, Maria Clara Cassuli

    2009-09-01

    This study aimed at analyzing the representations regarding the relationships between Nursing and Education practices, to reveal expectations regarding the course Fundamentals, Methods and Techniques of Teaching and evaluate the use of the Projects Method. Method this is a qualitative evaluation research performed between April and June 2007 with first-year nursing students of a Baccalaureate Degree Program. The data were analyzed based on the Social Representations framework and the constructivist postulates. The students revealed that their learning expectations were related with the contents of didactics, human communication, and the teaching-learning process. The Projects Method was considered capable of providing dynamism, interest towards the content, and the ability to associate theory and practice, in addition to having favored the amplitude and appreciation of the educate/care binomial. In conclusion, health didactics contents are capable of generating students' interest, especially when an innovative methodology is used.

  14. A study for providing additional storage spaces to ET-RR-1 spent fuel

    International Nuclear Information System (INIS)

    El-Kady, A.; Ashoub, N.; Saleh, H.G.

    1995-01-01

    The ET-RR-1 reactor spent fuel storage pool is a trapezoidal aluminum tank concrete shield and of capacity 10 m 3 . It can hold up to 60 fuel assemblies. The long operation history of the ET-RR-1 reactor resulted in a partially filled spent fuel storage with the remaining spaces not enough to host a complete load from the reactor. This work have been initiated to evaluate possible alternative solutions for providing additional storage spaces to host the available EK-10 fuel elements after irradiation and any foreseen fuel in case of reactor upgrading. Several alternate solutions have been reviewed and decision on the most suitable one is under study. These studies include criticality calculation of some suggested alternatives like reracking the present spent fuel storage pool and double tiering by the addition of a second level storage rack above the existing rack. The two levels may have different factor. Criticality calculation of the double tiering possible accident was also studied. (author)

  15. Expert panel on additional cross subsidisation. Considering arguments and providing expert opinion

    International Nuclear Information System (INIS)

    Faber, J.; Nelissen, D.; Lowe, S.; Mason, A.

    2007-10-01

    In the period end 2005 till September 2006 MVA London in cooperation with SEO Amsterdam was commissioned by the Dutch Ministry of Transport to perform an analysis of the economic and competition effects of the different proposals from the European Commission to include aviation in the European Emission Trading System (ETS). Roughly at the same time CE Delft was commissioned to study the overall impacts of this inclusion for the European Commission. Both studies considered the possibility that inclusion of aviation in the ETS could lead to the distortion of competition between airlines through cross-subsidisation. The studies concluded differently on additional possibilities for cross-subsidisation. As a result, both parties have different views on the possible distortion of the competitive market on routes where EU-based carriers compete directly with carriers based outside the EU. CE Delft concluded that 'none of the policy options considered in this study will significantly damage the competitive position of EU airlines relative to non-EU airlines'. In contrast, MVA and SEO (2006) concluded that 'effective cross-subsidisation by non-EU carriers in the Departing EU scope of the ETS appears to be more probable than cross-subsidisation by EU network carriers in the Intra-EU scope of the ETS'. In July 2007, the Dutch Ministry of Transport, DGTL commissioned CE Delft, MVA and SEO to study the causes for their different opinions and to see whether a further investigation could shed more light on the likelihood of additional cross-subsidisation. Formally, the aim of the work currently carried out is: (1) To determine whether it is possible to assess the impacts on the competitive market between EU based carriers and non-EU based carriers based on sound economic reasoning and analysis of empirical data; and, if so, (2) to determine whether the inclusion of aviation in ETS as proposed by the European Commission will offer non-EU airlines the opportunity to increase their

  16. FRACTIONS: CONCEPTUAL AND DIDACTIC ASPECTS

    OpenAIRE

    Sead Rešić; Ismet Botonjić; Maid Omerović

    2016-01-01

    Fractions represent the manner of writing parts of whole numbers (integers). Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered...

  17. FRACTIONS: CONCEPTUAL AND DIDACTIC ASPECTS

    Directory of Open Access Journals (Sweden)

    Sead Rešić

    2016-09-01

    Full Text Available Fractions represent the manner of writing parts of whole numbers (integers. Rules for operations with fractions differ from rules for operations with integers. Students face difficulties in understanding fractions, especially operations with fractions. These difficulties are well known in didactics of Mathematics throughout the world and there is a lot of research regarding problems in learning about fractions. Methods for facilitating understanding fractions have been discovered, which are essentially related to visualizing operations with fractions.

  18. Participation and Didactics

    DEFF Research Database (Denmark)

    Emtoft, Laura Mørk

    2017-01-01

    to acquire new knowledge on special education needs (SEN) pedagogy but also ways to augment and explore the reasoning by special education practitioners, conscious as well as unconscious, uncovering underlying values and belief systems. This i-book is a shortened and translated version of the Danish original......Special Education sets out to chart a field of study in teacher-training whose importance remains unrelenting and, in addition, to chart its complex socio-cultural practices in primary and lower-secondary education institutions in Denmark. In doing so, the book offers not only an opportunity...

  19. Teachers' Assessments of Elements of Multimedia and Constructivist Didactics in School

    Science.gov (United States)

    Matijevic, Milan; Topolovcan, Tomislav; Lapat, Goran

    2015-01-01

    Despite the understandings that constructivist and multimedia didactics, as well as curricular theory and multiple intelligences theory, have been providing for years, what happens in the classroom and in the teaching process is still mostly teacher-centred. The didactic and methodological scenarios that prevail in our classes are more suitable to…

  20. Carvacrol, a food-additive, provides neuroprotection on focal cerebral ischemia/reperfusion injury in mice.

    Directory of Open Access Journals (Sweden)

    Hailong Yu

    Full Text Available Carvacrol (CAR, a naturally occurring monoterpenic phenol and food additive, has been shown to have antimicrobials, antitumor, and antidepressant-like activities. A previous study demonstrated that CAR has the ability to protect liver against ischemia/reperfusion injury in rats. In this study, we investigated the protective effects of CAR on cerebral ischemia/reperfusion injury in a middle cerebral artery occlusion mouse model. We found that CAR (50 mg/kg significantly reduced infarct volume and improved neurological deficits after 75 min of ischemia and 24 h of reperfusion. This neuroprotection was in a dose-dependent manner. Post-treatment with CAR still provided protection on infarct volume when it was administered intraperitoneally at 2 h after reperfusion; however, intracerebroventricular post-treatment reduced infarct volume even when the mice were treated with CAR at 6 h after reperfusion. These findings indicated that CAR has an extended therapeutic window, but delivery strategies may affect the protective effects of CAR. Further, we found that CAR significantly decreased the level of cleaved caspase-3, a marker of apoptosis, suggesting the anti-apoptotic activity of CAR. Finally, our data indicated that CAR treatment increased the level of phosphorylated Akt and the neuroprotection of CAR was reversed by a PI3K inhibitor LY-294002, demonstrating the involvement of the PI3K/Akt pathway in the anti-apoptotic mechanisms of CAR. Due to its safety and wide use in the food industry, CAR is a promising agent to be translated into clinical trials.

  1. Electronic textbooks: didactic aspect

    Directory of Open Access Journals (Sweden)

    Ivanova Elena O.

    2016-01-01

    Full Text Available The modern process of training proceeding in the information and education environment demands a textbook of a new format differing from that one of a traditional paper book. Research has shown that a new textbook is a specially designed subject information and education environment. Filling of this environment (the textbook - navigator, the textbook script, a set of materials for independent work, etc., structuring information (as the script of an educational process, the designer of a process of training, the integrator of the specified types is shown in the article. Characteristics of textbooks of a new generation are provided: orientation towards realizing the complete process of training from positing aims to a reflection of results, ensuring the maximum independence of pupils, accounting of specific features of pupils, granting opportunities of creation by pupils of an own educational product. Components of the subject information and education environment are presented: subject and target, substantial and organizational, estimated and reflexive components. The reformative and constructive tasks providing an activity orientation of the electronic textbook are considered.

  2. Prey-predator dynamics with prey refuge providing additional food to predator

    International Nuclear Information System (INIS)

    Ghosh, Joydev; Sahoo, Banshidhar; Poria, Swarup

    2017-01-01

    Highlights: • The effects of interplay between prey refugia and additional food are reported. • Hopf bifurcation conditions are derived analytically. • Existence of unique limit cycle is shown analytically. • Predator extinction may be possible at very high prey refuge ecological systems. - Abstract: The impacts of additional food for predator on the dynamics of a prey-predator model with prey refuge are investigated. The equilibrium points and their stability behaviours are determined. Hopf bifurcation conditions are derived analytically. Most significantly, existence conditions for unique stable limit cycle in the phase plane are shown analytically. The analytical results are in well agreement with the numerical simulation results. Effects of variation of refuge level as well as the variation of quality and quantity of additional food on the dynamics are reported with the help of bifurcation diagrams. It is found that high quality and high quantity of additional food supports oscillatory coexistence of species. It is observed that predator extinction possibility in high prey refuge ecological systems may be removed by supplying additional food to predator population. The reported theoretical results may be useful to conservation biologist for species conservation in real world ecological systems.

  3. Taste as didactic element in food education

    DEFF Research Database (Denmark)

    Wistoft, Karen

    to their own expected learning, viewed in the light of three didactic elements: motivation, student participation and innovation in school. The method is a survey based on questionnaire among students (N= 769) who have participated a cooking competition that forms part of the subject Food Knowledge...... participation and innovation. The paper conclude that food education building on ‘hegemonic nutrition’ and traditional didactic elements do not necessarily condition the best learning outcome; food education that balance between traditional didactic elements and incorporate taste as a didactic approach enable...

  4. Decision support system of e-book provider selection for library using Simple Additive Weighting

    Science.gov (United States)

    Ciptayani, P. I.; Dewi, K. C.

    2018-01-01

    Each library has its own criteria and differences in the importance of each criterion in choosing an e-book provider for them. The large number of providers and the different importance levels of each criterion make the problem of determining the e-book provider to be complex and take a considerable time in decision making. The aim of this study was to implement Decision support system (DSS) to assist the library in selecting the best e-book provider based on their preferences. The way of DSS works is by comparing the importance of each criterion and the condition of each alternative decision. SAW is one of DSS method that is quite simple, fast and widely used. This study used 9 criteria and 18 provider to demonstrate how SAW work in this study. With the DSS, then the decision-making time can be shortened and the calculation results can be more accurate than manual calculations.

  5. 'Biomoleculas': cellular metabolism didactic software

    International Nuclear Information System (INIS)

    Menghi, M L; Novella, L P; Siebenlist, M R

    2007-01-01

    'Biomoleculas' is a software that deals with topics such as the digestion, cellular metabolism and excretion of nutrients. It is a pleasant, simple and didactic guide, made by and for students. In this program, each biomolecule (carbohydrates, lipids and proteins) is accompanied until its degradation and assimilation by crossing and interrelating the different metabolic channels to finally show the destination of the different metabolites formed and the way in which these are excreted. It is used at present as a teaching-learning process tool by the chair of Physiology and Biophysics at the Facultad de Ingenieria - Universidad Nacional de Entre Rios

  6. Biliary complications following orthotopic liver transplantation: May contrast-enhanced MR Cholangiography provide additional information?

    Directory of Open Access Journals (Sweden)

    Piero Boraschi

    2016-01-01

    Conclusions: Contrast-enhanced T1-weighted MR Cholangiography may improve the level of diagnostic confidence provided by conventional T2-weighted MR Cholangiography in the evaluation of biliary complications after orthotopic liver transplantation.

  7. Differential activation of an identified motor neuron and neuromodulation provide Aplysia's retractor muscle an additional function.

    Science.gov (United States)

    McManus, Jeffrey M; Lu, Hui; Cullins, Miranda J; Chiel, Hillel J

    2014-08-15

    To survive, animals must use the same peripheral structures to perform a variety of tasks. How does a nervous system employ one muscle to perform multiple functions? We addressed this question through work on the I3 jaw muscle of the marine mollusk Aplysia californica's feeding system. This muscle mediates retraction of Aplysia's food grasper in multiple feeding responses and is innervated by a pool of identified neurons that activate different muscle regions. One I3 motor neuron, B38, is active in the protraction phase, rather than the retraction phase, suggesting the muscle has an additional function. We used intracellular, extracellular, and muscle force recordings in several in vitro preparations as well as recordings of nerve and muscle activity from intact, behaving animals to characterize B38's activation of the muscle and its activity in different behavior types. We show that B38 specifically activates the anterior region of I3 and is specifically recruited during one behavior, swallowing. The function of this protraction-phase jaw muscle contraction is to hold food; thus the I3 muscle has an additional function beyond mediating retraction. We additionally show that B38's typical activity during in vivo swallowing is insufficient to generate force in an unmodulated muscle and that intrinsic and extrinsic modulation shift the force-frequency relationship to allow contraction. Using methods that traverse levels from individual neuron to muscle to intact animal, we show how regional muscle activation, differential motor neuron recruitment, and neuromodulation are key components in Aplysia's generation of multifunctionality. Copyright © 2014 the American Physiological Society.

  8. 42 CFR 424.516 - Additional provider and supplier requirements for enrolling and maintaining active enrollment...

    Science.gov (United States)

    2010-10-01

    ... on the type of services or supplies the provider or supplier type will furnish and bill Medicare. (3... the HHS Common Rule at 45 CFR part 76. (b) Reporting requirements Independent Diagnostic Testing... documentation includes written and electronic documents (including the NPI of the physician who ordered the home...

  9. A genomic island provides Acidithiobacillus ferrooxidans ATCC 53993 additional copper resistance: a possible competitive advantage.

    Science.gov (United States)

    Orellana, Luis H; Jerez, Carlos A

    2011-11-01

    There is great interest in understanding how extremophilic biomining bacteria adapt to exceptionally high copper concentrations in their environment. Acidithiobacillus ferrooxidans ATCC 53993 genome possesses the same copper resistance determinants as strain ATCC 23270. However, the former strain contains in its genome a 160-kb genomic island (GI), which is absent in ATCC 23270. This GI contains, amongst other genes, several genes coding for an additional putative copper ATPase and a Cus system. A. ferrooxidans ATCC 53993 showed a much higher resistance to CuSO(4) (>100 mM) than that of strain ATCC 23270 (<25 mM). When a similar number of bacteria from each strain were mixed and allowed to grow in the absence of copper, their respective final numbers remained approximately equal. However, in the presence of copper, there was a clear overgrowth of strain ATCC 53993 compared to ATCC 23270. This behavior is most likely explained by the presence of the additional copper-resistance genes in the GI of strain ATCC 53993. As determined by qRT-PCR, it was demonstrated that these genes are upregulated when A. ferrooxidans ATCC 53993 is grown in the presence of copper and were shown to be functional when expressed in copper-sensitive Escherichia coli mutants. Thus, the reason for resistance to copper of two strains of the same acidophilic microorganism could be determined by slight differences in their genomes, which may not only lead to changes in their capacities to adapt to their environment, but may also help to select the more fit microorganisms for industrial biomining operations. © Springer-Verlag 2011

  10. Managerial instrument for didactic staff structure optimization for Distance Learning

    Directory of Open Access Journals (Sweden)

    Gavrus Cristina

    2017-01-01

    Full Text Available Distance learning is a modern system for providing educational services and is relatively new in Romania, if related to the date of its emergence in Europe. More and more active working people are interested in this form of education, paying of course a special attention to its quality. It is quite difficult to appraise the quality of educational programs but several instruments and criteria have been developed over time. The present paper proposes an original mathematical instrument that is aiming at human resources, this type of resources being considered extremely important in case of providing educational service. The number of teachers is crucial for a distance learning program study, because the didactic staff must cover a number of didactic classes that take place on weekends. Concretely, this paper is focused on finding an algorithm that allows the didactic staff structure optimization. For accomplishing this objective, two managerial instruments were use. One of them is mathematical linear programing technique, that develops a mathematical model for didactic staff structure and the other one is WinQSB software package that tests the mathematical model.

  11. Computerized analysis of isometric tension studies provides important additional information about vasomotor activity

    Directory of Open Access Journals (Sweden)

    Vincent M.B.

    1997-01-01

    Full Text Available Concentration-response curves of isometric tension studies on isolated blood vessels are obtained traditionally. Although parameters such as Imax, EC50 and pA2 may be readily calculated, this method does not provide information on the temporal profile of the responses or the actual nature of the reaction curves. Computerized data acquisition systems can be used to obtain average data that represent a new source of otherwise inaccessible information, since early and late responses may be observed separately in detail

  12. 34 CFR 645.13 - What additional services do Upward Bound Math and Science Centers provide and how are they...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What additional services do Upward Bound Math and... Program? § 645.13 What additional services do Upward Bound Math and Science Centers provide and how are... provided under § 645.11(b), an Upward Bound Math and Science Center must provide— (1) Intensive instruction...

  13. Higher Education Journals as Didactic Frameworks

    Science.gov (United States)

    Keiding, Tina Bering; Qvortrup, Ane

    2018-01-01

    During the last 20 years, we have witnessed a growing interest in research in teaching, learning and educational development in higher education (HE). The result is that "Higher Education Didactics" has established itself as a research field in its own right. This article explores Higher Education Didactics as a framework for academics'…

  14. Contemporary Didactics in Higher Education in Russia

    Science.gov (United States)

    Shershneva, Victoria A.; Shkerina, Lyudmila V.; Sidorov, Valery N.; Sidorova, Tatiana V.; Safonov, Konstantin V.

    2016-01-01

    The article presents the theoretical framework for a competency-based approach in higher education. It shows that the general didactic principles of professional direction, interdisciplinary connections, fundamentalization and informatization form the didactic basis for the competency-based training in university. The article also actualizes the…

  15. A Didactical User Guide for E-Learning in Science

    Science.gov (United States)

    Schuepbach, E.

    2002-12-01

    Development of e-learning courseware differs in many ways from conventional teaching, for example in terms of the role of tutors and students. Not all contents are suitable for e-learning; the construction of interactive graphs and complex animations is time-consuming and should be efficient and advantageous over an in-class lectures. Learning goals and tests are more important in e-learning than in conventional teaching; tests may be conditional, i.e. progression may be made dependent on successful completion of a test. Prior to production of an e-learning course, it is advised to develop a didactical concept, especially if e-learning strategies are missing in an organisation. The expectations on readily available pedagogical guidelines and didactic concepts from the point of view of science content providers are high. Here, concepts of e-pedagogy are introduced, and the highlights of a Didactical User Guide for E-Learning produced by Berne University, Switzerland and published by h.e.p. Publ. Switzerland in fall 2002 are presented. Selected didactic elements such as interactivity, communication, role of tutor and student are illustrated with an e-learning course on tropospheric ozone.

  16. Network Physics - the only company to provide physics-based network management - secures additional funding and new executives

    CERN Multimedia

    2003-01-01

    "Network Physics, the only provider of physics-based network management products, today announced an additional venture round of $6 million in funding, as well as the addition of David Jones as president and CEO and Tom Dunn as vice president of sales and business development" (1 page).

  17. Didactical Design Enrichment of Angle in Geometry

    Science.gov (United States)

    Setiadi, D. R.; Suryadi, D.; Mulyana, E.

    2017-09-01

    The underlying problem of this research is the lack of student’s competencies in understanding the concept of angle in geometry as the results of the teaching and learning pattern that only to receive the topic rather than to construct the topic and has not paid attention to the learning trajectory. The purpose of this research is to develop the didactical design of angle in space learning activity. The used research method is a method of qualitative research in the form of a didactical design research through three phases of analysis i.e. didactical situation analysis, metapedadidactical analysis, and retrospective analysis, which conducted in students from 10th grade at one of private schools in Bandung. Based on the results of research and discussion, the didactical design that has been made, is capable to change student’s learning habit and quite capable to develop student’s competencies although not optimal.

  18. Emancipatory Theatre and Performative Didactics

    Directory of Open Access Journals (Sweden)

    Venke Aure

    2013-12-01

    Full Text Available This article is based on several years of empirical observation, gathered from theatre practice, in which Karin B. Bjerkestrand and Anna Songe-Møller developed what is known as “Solidarity Forum Theatre” (SFT, a form of applied drama. This theatre form is based primarily on the Brazilian, Augusto Boal’s, Theatre of the Oppressed (Boal, 2006. Bjerkestrand and Songe-Møller used and further developed Boal’s theatre principle in a collaboration with various immigrant groups and drama-/theatre students. The intention has been to use the liberating potential into which this form of theatre invites us. In this article, Bjerkestrand and Songe-Møller present the theoretical groundwork, the underlying principles, and examples of SFT in action. Some of the participants’ own stories have been used to concretize the liberating aspect that arose in the theatre experiences. In relation to this Solidarity Forum Theatre practice, science theorist and art educator Venke Aure presents epistemological and didactic reflections.

  19. Design of a didactic unit: the energy

    International Nuclear Information System (INIS)

    Meneses V, J.A.; Caballero S, C.

    2003-01-01

    In order to design didactic units a model is proposed which includes the following items: justify the subject of study, carry out a didactic approach and scientific analysis, specify the main principles, spell out the teaching materials and their sequence, define the teaching process and the activities programme, and finally to agree on the criteria and assessment strategies involved. An example of a lesson about the energy concept is shown. (Author)

  20. Dimensions of taste qualifying didactic reflections on home economics education

    DEFF Research Database (Denmark)

    Wistoft, Karen; Qvortrup, Lars

    Aim: Traditionally and worldwide home economics education has been concerned with taste and flavorings based training associated with students cooking in the school kitchen. In contrast new educational research on food knowledge in the Danish public school shows that taste is used as a didactic...... review on children, learning, food and taste followed by analyses in a value reflective pedagogy perspective as well as quantitative and qualitative research in home economic education. This has been combined with systems theory developed by the German sociologist Niklas Luhmann providing concepts...... element and "overtakes" more traditional didactic elements like motivation and active participation. The purpose of this proposal is to present a systematic model for qualifying reflections on taste in home economics and food education. The objective is to identify four dimensions of taste that can...

  1. SINERGIA laparoscopic virtual reality simulator: didactic design and technical development.

    Science.gov (United States)

    Lamata, Pablo; Gómez, Enrique J; Sánchez-Margallo, Francisco M; López, Oscar; Monserrat, Carlos; García, Verónica; Alberola, Carlos; Florido, Miguel Angel Rodríguez; Ruiz, Juan; Usón, Jesús

    2007-03-01

    VR laparoscopic simulators have demonstrated its validity in recent studies, and research should be directed towards a high training effectiveness and efficacy. In this direction, an insight into simulators' didactic design and technical development is provided, by describing the methodology followed in the building of the SINERGIA simulator. It departs from a clear analysis of training needs driven by a surgical training curriculum. Existing solutions and validation studies are an important reference for the definition of specifications, which are described with a suitable use of simulation technologies. Five new didactic exercises are proposed to train some of the basic laparoscopic skills. Simulator construction has required existing algorithms and the development of a particle-based biomechanical model, called PARSYS, and a collision handling solution based in a multi-point strategy. The resulting VR laparoscopic simulator includes new exercises and enhanced simulation technologies, and is finding a very good acceptance among surgeons.

  2. Anthropological theory of the didactic: A new research perspective on didactic mathematics in Indonesia

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul; Witri, Gustimal

    2017-01-01

    Théorie Anthropologique du Didactique/Anthropological Theory of the Didactic (ATD) is a new theory on didactic mathematics that was introduced by a French mathematician, Chevellard, in 1991. The ATD is an epistemological model of mathematical knowledge that can be applied to investigate human mat...

  3. Metal-mediated aminocatalysis provides mild conditions: Enantioselective Michael addition mediated by primary amino catalysts and alkali-metal ions

    Directory of Open Access Journals (Sweden)

    Matthias Leven

    2013-01-01

    Full Text Available Four catalysts based on new amides of chiral 1,2-diamines and 2-sulfobenzoic acid have been developed. The alkali-metal salts of these betaine-like amides are able to form imines with enones, which are activated by Lewis acid interaction for nucleophilic attack by 4-hydroxycoumarin. The addition of 4-hydroxycoumarin to enones gives ee’s up to 83% and almost quantitative yields in many cases. This novel type of catalysis provides an effective alternative to conventional primary amino catalysis were strong acid additives are essential components.

  4. Effect of didactic lectures on obesity documentation and counseling among internal medicine residents.

    Science.gov (United States)

    Ren, Vicky; Ellison, Kathleen; Miller, Jonathan; Busireddy, Kiran; Vickery, Erin; Panda, Mukta; Qayyum, Rehan

    2016-01-01

    Screening adult patients for obesity and offering appropriate counseling and treatment for weight loss is recommended. However, many healthcare providers feel ill-equipped to address this topic. We examined whether didactic presentations lead to increased obesity documentation and counseling among internal medicine (IM) residents. We reviewed medical records of patients seen at the IM Resident Continuity Clinic during April 2015. Residents were provided feedback at two didactic presentations during May 2015. To examine the effect of this intervention, we repeated medical record review during June 2015. For both reviews, we abstracted patient-specific (i.e., age, body mass index [BMI], race, sex, and number of comorbid diagnoses) and resident-specific (i.e., sex and training level) data as well as evidence of obesity documentation and counseling. We used logistic regression models to examine the effect of intervention on obesity documentation and counseling, adjusting for patient- and resident-specific variables. Of the 278 patients with BMI≥30 kg/m(2), 139 were seen before and 139 after the intervention. Intervention had no effect on obesity documentation or counseling with or without adjustment for confounding variables (both P>0.05). In adjusted post-hoc analyses, each additional comorbidity increased the odds of obesity documentation by 8% (OR=1.08; 95% CI=1.05-1.11; Pdidactic presentations were unable to increase obesity documentation or weight loss counseling. Future research to identify effective interventions is needed.

  5. Resident Perspectives of an Interactive Case Review Following Independent Didactic Study as a Method of Teaching a Pediatric Imaging Curriculum.

    Science.gov (United States)

    Rozenberg, Aleksandr; Dheer, Sachin; Nazarian, Levon N; Long, Suzanne S

    The ABR has recently changed the format of the board examination, in which the oral examination was replaced by a computer based multiple-choice test. The purpose of this study was to determine resident's perceptions of a new conference resembling the new ABR format. Residents were requested to review a series of didactic pediatric imaging presentations prior to attending case conference. During conference, unknown cases reflecting the subject matter from the didactic presentations were presented along with multiple-choice questions. We then surveyed resident perspectives after each case conference. Between 14 and 18 residents were surveyed at the end of each subspecialty case review presentation. About 94% of resident respondents felt that the independent didactic study followed by an interactive case review session would better prepare them for the ABR certification exams, compared to didactic lectures alone. Furthermore, 95% of the respondents indicated that they preferred the independent didactic review followed by interactive case review versus didactic lecture alone. Most the respondents (85%) felt that combining independent didactic review with interactive unknown case sessions made the material more interesting and provided greater understanding of the material. There was no statistically significant difference in the distribution of answers across the subspecialty sessions (p > .05). Radiology residents favorably reviewed the combination of independent review of didactic material prior to interactive case review. Material presented in this fashion is felt to be more interesting and is thought to result in enhanced understanding of pediatric radiology material. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. “Why did you select that instead of something else?” - Experiential didactic knowledge, didactics and science of teaching

    DEFF Research Database (Denmark)

    Qvortrup, Ane; Keiding, Tina Bering

    A growing interest in the education system has led to a stronger focus on assessment and documentation of quality in teaching and learning at all levels of the education system. An important question is where teachers locate the arguments for the selections they make in the planning and evaluation...... of teaching and learning. The aim of this paper is twofold: to introduce three types of knowledge – experiential didactic knowledge, didactics, and the science of teaching – and to demonstrate how, in different ways, they provide teachers with knowledge that can be used in selection and reasoning. Empirical...... provide simple prescriptions that exempt teachers from making decisions. Ultimately, how a guiding principle manifests itself in teaching refers relates to the teacher’s experiential didactic knowledge. On the one hand, the three types of knowledge increase complexity in selection by offering a wider...

  7. The didactic gesture of internal regulation in the ‘genres didactic sequence’

    Directory of Open Access Journals (Sweden)

    Eliana Merlin Deganutti de Barros

    2015-10-01

    Full Text Available This article brings results of a doctoral research based in the studies of Sociodiscursive Interactionism (SDI, particularly, in its didactic aspect. Data was obtained in a field research carried out in a public school of Londrina, Paraná State, in a 6th grade class, focused in the didactic transposition of the genre ‘letter of complaint’, under the instrumentalization of the ‘genre didactic sequence’ (GDS procedure. The epistemological focus of the article concentrates on the analysis of a founder didactic gesture: ‘the internal regulation’ –implemented by the diagnostic evaluation of the students initial production. The objective is to show the accomplishment of this gesture in the development of this step of the SDG, highlighting both the result of the learning diagnostic process and the specific didactic gestures mobilized to set this stage of the learning project. It was found that the didactic approach of the diagnostic regulation mobilized after the writing of the first version of the genre, is essential for the GDS global development, since it shows the ‘errors’ that require the didactic intervention.

  8. Didactic Strategies to Improve Reading and Writing

    Directory of Open Access Journals (Sweden)

    Elide del Rosario Castellanos Santiago

    2017-11-01

    Full Text Available The importance of the present article is that it tries to reflect on generating theoretical orientations on didactic strategies to improve the literacy in the students of the school Mercedes Diaz of the parish Sabana de Mendoza, municipality Sucre, Trujillo state. Methodologically, the research was documentary, descriptive, supported by the postulates of Lev Vygotsky (1993, Piaget (1978 and Emilia Ferreiro (2000, Ortiz, (2008 Flower and Hayes (2009. The obtained results evidenced the effective participation by the teachers and the commitment acquired through the management and application of didactic strategies of reading and writing that can favor the learning of the subject that learns.

  9. Perfusion magnetic resonance imaging provides additional information as compared to anatomical imaging for decision-making in vestibular schwannoma

    International Nuclear Information System (INIS)

    Kleijwegt, M.C.; Mey, A.G.L. van der; Wiggers-deBruine, F.T.; Malessy, M.J.A; Osch, M.J.P. van

    2016-01-01

    •DSC/ASL-MRI can be acquired in growing VS with sufficient image quality.•In most patients DSC and ASL techniques provide similar qualitative scores.•These techniques can be of importance in future decision-making. DSC/ASL-MRI can be acquired in growing VS with sufficient image quality. In most patients DSC and ASL techniques provide similar qualitative scores. These techniques can be of importance in future decision-making. The added value of perfusion MRI for decision-making in vestibular schwannoma (VS) patients is unknown. MRI offers two perfusion methods: the first employing contrast agent (dynamic susceptibility contrast (DSC)-MRI) that provides information on cerebral blood volume (CBV) and cerebral blood flow (CBF), the second by magnetic labeling of blood (arterial spin labeling (ASL)-MRI), providing CBF-images. The goal of the current study is to investigate whether DSC and ASL perfusion MRI provides complimentary information to current anatomical imaging in treatment selection process of VS. Nine patients with growing VS with extrameatal diameter >9 mm were included (>2 mm/year and 20% volume expansion/year) and one patient with 23 mm extrameatal VS without growth. DSC and ASL perfusion MRI were obtained on 3 T MRI. Perfusion in VS was scored as hyperintense, hypointense or isointense compared to the contralateral region. Seven patients showed hyperintense signal on DSC and ASL sequences. Three patients showed iso- or hypointense signal on at least one perfusion map (1 patient hypointense on both DSC-MRI and ASL; 1 patient isointense on DSC-CBF; 1 patient isointense on ASL). All patients showed enhancement on post-contrast T1 anatomical scan. Perfusion MR provides additional information compared to anatomical imaging for decision-making in VS

  10. Notebooks as didactic tool in design education

    NARCIS (Netherlands)

    Van den Toorn, M.W.M.; Have, R.

    2012-01-01

    Notebooks are an important didactic tool both for students and teaching staff. The idea of notebooks is that the daily work and thinking is reflected in notes, drawings, sketches, diagrams. Keeping track of the content of daily work can give an idea of the evolution and development of ideas.

  11. Tagging the didactic functionality of learning objects

    DEFF Research Database (Denmark)

    Hansen, Per Skafte; Brostroem, Stig

    2002-01-01

    From a components-in-a-network point of view, the most important issues are: a didactically based typing of the learning objects themselves; the entire design superstructure, into which the learning objects must be fitted; and the symmetry of the interfaces, as seen by each pair of the triad...

  12. METHODOLOGICAL PROBLEMS OF E-LEARNING DIDACTICS

    Directory of Open Access Journals (Sweden)

    Sergey F. Sergeev

    2015-01-01

    Full Text Available The article is devoted to the discussion of the methodological problems of e-learning, didactic issues the use of advanced networking and Internet technologies to create training systems and simulators based on the methodological principles of non-classical and post-non-classical psychology and pedagogy. 

  13. Hepatitis B virus vaccination booster does not provide additional protection in adolescents: a cross-sectional school-based study.

    Science.gov (United States)

    Chang, Yung-Chieh; Wang, Jen-Hung; Chen, Yu-Sheng; Lin, Jun-Song; Cheng, Ching-Feng; Chu, Chia-Hsiang

    2014-09-23

    Current consensus does not support the use of a universal booster of hepatitis B virus (HBV) vaccine because there is an anamnestic response in almost all children 15 years after universal infant HBV vaccination. We aimed to provide a booster strategy among adolescents as a result of their changes in lifestyle and sexual activity. This study comprised a series of cross-sectional serological surveys of HBV markers in four age groups between 2004 and 2012. The seropositivity rates of hepatitis B surface antigen (HBsAg) and its reciprocal antibody (anti-HBs) for each age group were collected. There were two parts to this study; age-specific HBV seroepidemiology and subgroup analysis, including effects of different vaccine types, booster response for immunogenicity at 15 years of age, and longitudinal follow-up to identify possible additional protection by HBV booster. Within the study period, data on serum anti-HBs and HBsAg in a total of 6950 students from four age groups were collected. The overall anti-HBs and HBsAg seropositivity rates were 44.3% and 1.2%, respectively. The anti-HBs seropositivity rate in the plasma-derived subgroup was significantly higher in both 15- and 18-year age groups. Overall response rate in the double-seronegative recipients at 15 years of age was 92.5% at 6 weeks following one recombinant HBV booster dose. Among the 24 recipients showing anti-HBs seroconversion at 6 weeks after booster, seven subjects (29.2%) had lost their anti-HBs seropositivity again within 3 years. Increased seropositivity rates and titers of anti-HBs did not provide additional protective effects among subjects comprehensively vaccinated against HBV in infancy. HBV booster strategy at 15 years of age was the main contributor to the unique age-related phenomenon of anti-HBs seropositivity rate and titer. No increase in HBsAg seropositivity rates within different age groups was observed. Vaccination with plasma-derived HBV vaccines in infancy provided higher

  14. E-conferencing for delivery of residency didactics.

    Science.gov (United States)

    Markova, Tsveti; Roth, Linda M

    2002-07-01

    While didactic conferences are an important component of residency training, delivering them efficiently is a challenge for many programs, especially when residents are located in multiple sites, as they are at Wayne State University School of Medicine in the Department of Family Medicine. Our residents find it difficult to travel from our hospitals or rotation sites to a centralized location for conferences. In order to overcome this barrier, we implemented distance learning and electronically delivered the conferences to the residents. We introduced an Internet-delivered, group-learning interactive conference model in which the lecturer is in one location with a group of residents and additional residents are in multiple locations. We launched the project in July 2001 using external company meeting services to schedule, coordinate, support, and archive the conferences. Equipment needed in each location consisted of a computer with an Internet connection, a telephone line, and a LCD projector (a computer monitor sufficed for small groups). We purposely chose simple distance-learning technology and used widely available equipment. Our e-conferencing had two components: (1) audio transmission via telephone connection and (2) visual transmission of PowerPoint presentations via the Internet. The telephone connection was open to all users, allowing residents to ask questions or make comments. Residents chose a conference location depending on geographic proximity to their rotation locations. Although we could accommodate up to 50 sites, we focused on a small number of locations in order to facilitate interaction among residents and faculty. Each conference session is archived and stored on the server for one week so those residents whose other residency-related responsibilities precluded attendance can view any conferences they have missed. E-conferencing proved to be an effective method of delivering didactics in our residency program. Its many advantages included

  15. Investigation of multimedia didactic courseware of network on image diagnosis

    International Nuclear Information System (INIS)

    Yang Xiaochun; Gong Jianping; Shen Junkang; Lu Zhian; Chen Guangqiang

    2001-01-01

    Objective: To investigate the methods of the design of multimedia didactic courseware of network on image diagnosis and its characteristic. Methods: Based on the teaching material of 'image diagnosis', the images were collected with computers and scanners, and processed with graphic software, and then the multimedia didactic courseware was designed with Frontpage. Results: The design of multimedia didactic courseware of network has been completed. Domain name has been applied. Part of the courseware has been passed to the website. Conclusion: Multimedia didactic courseware of network, with bright prospects, is superior in agility of didactic style, in abundance of content, and in timeliness of information

  16. Adiponectin provides additional information to conventional cardiovascular risk factors for assessing the risk of atherosclerosis in both genders.

    Directory of Open Access Journals (Sweden)

    Jin-Ha Yoon

    Full Text Available BACKGROUND: This study evaluated the relation between adiponectin and atherosclerosis in both genders, and investigated whether adiponectin provides useful additional information for assessing the risk of atherosclerosis. METHODS: We measured serum adiponectin levels and other cardiovascular risk factors in 1033 subjects (454 men, 579 women from the Korean Genomic Rural Cohort study. Carotid intima-media-thickness (CIMT was used as measure of atherosclerosis. Odds ratios (ORs with 95% confidence intervals (95% CI were calculated using multiple logistic regression, and receiver operating characteristic curves (ROC, the category-free net reclassification improvement (NRI and integrated discrimination improvement (IDI were calculated. RESULTS: After adjustment for conventional cardiovascular risk factors, such as age, waist circumference, smoking history, low-density and high-density lipoprotein cholesterol, triglycerides, systolic blood pressure and insulin resistance, the ORs (95%CI of the third tertile adiponectin group were 0.42 (0.25-0.72 in men and 0.47 (0.29-0.75 in women. The area under the curve (AUC on the ROC analysis increased significantly by 0.025 in men and 0.022 in women when adiponectin was added to the logistic model of conventional cardiovascular risk factors (AUC in men: 0.655 to 0.680, p = 0.038; AUC in women: 0.654 to 0.676, p = 0.041. The NRI was 0.32 (95%CI: 0.13-0.50, p<0.001, and the IDI was 0.03 (95%CI: 0.01-0.04, p<0.001 for men. For women, the category-free NRI was 0.18 (95%CI: 0.02-0.34, p = 0.031 and the IDI was 0.003 (95%CI: -0.002-0.008, p = 0.189. CONCLUSION: Adiponectin and atherosclerosis were significantly related in both genders, and these relationships were independent of conventional cardiovascular risk factors. Furthermore, adiponectin provided additional information to conventional cardiovascular risk factors regarding the risk of atherosclerosis.

  17. Dose Tc-99m MIBI scintimammography provide more information additive to contrast enhanced MRI in highly suspected breast cancer patients?

    International Nuclear Information System (INIS)

    Kim, Seong Jang; Kim, In Ju; Kim, Yong Ki; Bae, Young Tae

    2000-01-01

    The aim of this study was to investigate whether Tc-99m MIBI scintimammography (SMM) provide more information than contrast enhanced MRI in highly suspected breast cancer patients. This study included 32 breast lesions of 29 highly suspected patients having breast cancer. All patients were performed SMM and contrast enhanced MRI. The SMMs and contrast enhanced MRI were correlated with histopathologic results. Thirty breast lesions were diagnosed malignant diseases and 2 were diagnosed benign diseases. SMM showed 29 true positives (TP), 1 true negative (TN), 1 false positive (FP), and 1 false negative (FN). The sensitivity was 96.6%. Contrast enhanced MRI revealed 24 TP, 0 TN, 1 FP, 3 FN and 4 indeterminate cases. The sensitivity was 88.8%. In the assessment of axillary lymph node metastasis, SMM showed 9 TP, 10 TN, 0 FP, and 3 FN. The sensitivity and specificity were 75% and 100%. Contrast enhanced MRI revealed 6 TP, 9 TN, 1 FP, and 6 FN. The sensitivity and specificity were 50% and 90%. Among 4 indeterminate cases with MRI findings, SMM correctly diagnosed malignant breast diseases in 3 lesions. However, SMM showed false positive in 1 lesion. SMM could correctly diagnosed malignant breast diseases more 5 lesions than contrast enhanced MRI. SMM revealed higher sensitivity in detection of primary breast cancer and axillary LN metastasis than contrast enhanced MRI. SMMs could correctly diagnosed malignant breast diseases even if the MRI showed indeterminate findings. In highly suspected patients having breast cancer, SMM may provide additive information in detection of breast cancer if contrast enhanced MRI showed indeterminate findings but this is to be determined later by large population based study

  18. Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

    Science.gov (United States)

    Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

    2015-03-07

    Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P example and completion example strategies to foster intervention selection.

  19. Impact of adding additional providers to resident workload and the resident experience on a medical consultation rotation.

    Science.gov (United States)

    Fang, Michele; Linson, Eric; Suneja, Manish; Kuperman, Ethan F

    2017-02-22

    Excellence in Graduate Medical Education requires the right clinical environment with an appropriate workload where residents have enough patients to gain proficiency in medicine with optimal time for reflection. The Accreditation Council for Graduate Medical Education (ACGME) has focused more on work hours rather than workload; however, high resident workload has been associated with lower resident participation in education and fatigue-related errors. Recognizing the potential risks associated with high resident workload and being mindful of the costs of reducing resident workload, we sought to reduce residents' workload by adding an advanced practice provider (APP) to the surgical comanagement service (SCM) and study its effect on resident satisfaction and perceived educational value of the rotation. In Fiscal Year (FY) 2014 and 2015, an additional faculty member was added to the SCM rotation. In FY 2014, the faculty member was a staff physician, and in FY 2015, the faculty member was an APP.. Resident workload was assessed using billing data. We measured residents' perceptions of the rotation using an anonymous electronic survey tool. We compared FY2014-2015 data to the baseline FY2013. The number of patients seen per resident per day decreased from 8.0(SD 3.3) in FY2013 to 5.0(SD 1.9) in FY2014 (p value of the rotation (40.0%, 72.2%, 72.6% in FY2013, 2014, 2015 respectively, p perceived educational value and clinical experience of a medical consultation rotation.

  20. The drone as an additional risk factor due to conditions not provided for in radiological safety at major events

    International Nuclear Information System (INIS)

    Oliveira, Gilberto de Jesus

    2015-01-01

    Major international events are potential targets of terrorist actions, seeking instant publicity that events of this magnitude provide, with the intention of causing terror and disseminate its power to a large number of people worldwide. In this context, the critical analysis of additional risk factor linked to procedures and protocols adopted on radiation safety is important. The possibility of unforeseen situations of risk, especially those resulting from the current global technological development, is a fact. Radioactive material can be used in this type of terrorism in a wide range of devices and illicit trafficking of this material is a reality that worries the International Atomic Energy Agency. In the current technological development scenario of the world, the potential occurrence of terrorist acts using drones combined with radioactive material dispersal devices, is real. The recent history of drones incidents presents cases where, despite not having been necessarily terrorist motivation, their circumstances and characteristics favor the occurrence of malicious acts. This paper proposes to alert the need of updating the current security protocols, considering the potential association of this technology with radioactive dispersal devices. (author)

  1. Role Variables VS. Contextual Variables in the Theory of Didactic Systems

    Science.gov (United States)

    Alberti, Monica; Cirina, Lucia; Paoli, Francesco

    Partisans of the constructivist approach to mathematics education, such as Brousseau or Chevallard, developed an accurate theoretical framework in which didactical systems are viewed in a systemic perspective. What they somewhat fail to draw, however, is a sharp distinction between role variables - concerning the roles played in the didactical interaction by the individual elements of the system (Student-Teacher-Knowledge) - and contextual variables - concerning the action on the learning process of the system as a whole. Our research in progress on 2nd graders' word problem solving strategies applies the previous dichotomy to class management strategies adopted by teachers. Partial evidence collected so far points to the tentative conclusion according to which, contextual variables being equal, differences in teaching styles and methods may deeply reshape the role component of didactical systems. If we take into careful account this distinction, we can shed additional light into some hitherto unexplained phenomena observed in the literature.

  2. An assessment of psychological stress and symptomatology for didactic phase physician assistant students.

    Science.gov (United States)

    Childers, William A; May, Ryan K; Ball, Natalie

    2012-01-01

    The purpose of this study was to assess the amount of psychological stress experienced by didactic phase, physician assistant (PA) students. The Symptom Checklist-90-R (SCL-90-R) survey was administered to 81 students in 2011 during the first two didactic phase semesters at two PA programs. Using ANOVA and t-tests, several variables were analyzed for significance. The SCL-90-R results portray that a significant proportion of the students from both programs reported elevated levels of stress during the first and second semester of the didactic year. Although several significant levels were noted throughout this study, it is not known how these scores from PA students would compare to other medical and/or nonmedical graduate students. Additional studies of stress from both medical and nonmedical graduate students would be beneficial for comparison to PA students.

  3. Structures and Processes in Didactic Design

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Heilesen, Simon

    2012-01-01

    This paper introduces a user-driven approach to designing new educational formats including new media for learning. Focus will be on didactic design involving the use of information technology as a means of mediating, augmenting or even fundamentally changing teaching and learning practices....... The two key points in the article are the introduction of a Quadrant-Model, and the understanding of the user as a construction....

  4. Structures and Processes in Didactic Design

    DEFF Research Database (Denmark)

    Helms, Niels Henrik; Heilesen, Simon

    This paper introduces a user-driven approach to designing new educational formats including new media for learning. Focus will be on didactic design involving the use of information technology as a means of mediating, augmenting or even fundamentally changing teaching and learning practices....... The two key points in the article are the introduction of a Quadrant-Model, and the understanding of the user as a construction....

  5. BILINGUAL EDUCATION: LINGUO-DIDACTIC ASPECTS

    Directory of Open Access Journals (Sweden)

    Natalia Zakordonets

    2016-12-01

    Full Text Available The article presents the research of linguo-didactic aspects and models of bilingual education. On the basis of the study of scientific literature the definition analysis of the notions «bilingualism» «bilingual teaching» and «bilingual education» has been carried out. Didactic-methodological bases and approaches to the content of bilingual teaching at higher educational institutions have been determined. This article considers theoretical and methodological foundations of the concept of bilingual teaching. There have been outlined the peculiarities and problems of the designing and implementing bilingual programs and curriculum materials development. It has been stated that characteristics of the latest stage of elaboration of theory and practice of bilingual education have been framed in terms of the transition to a multi-perspectival paradigm of polycultural education. This paper deals with the common didactic fundamentals of personality-oriented philosophy of higher education. The distinctions that require the formulation of specific principles of bilingual teaching have been considered.

  6. When do anterior external or internal fixators provide additional stability in an unstable (Tile C) pelvic fracture? A biomechanical study.

    Science.gov (United States)

    Mcdonald, E; Theologis, A A; Horst, P; Kandemir, U; Pekmezci, M

    2015-12-01

    This study aimed at evaluating the additional stability that is provided by anterior external and internal fixators in an unstable pelvic fracture model (OTA 61-C). An unstable pelvic fracture (OTA 61-C) was created in 27 synthetic pelves by making a 5-mm gap through the sacral foramina (posterior injury) and an ipsilateral pubic rami fracture (anterior injury). The posterior injury was fixed with either a single iliosacral (IS) screw, a single trans-iliac, trans-sacral (TS) screw, or two iliosacral screws (S1S2). Two anterior fixation techniques were utilized: external fixation (Ex-Fix) and supra-acetabular external fixation and internal fixation (In-Fix); supra-acetabular pedicle screws connected with a single subcutaneous spinal rod. The specimens were tested using a nondestructive single-leg stance model. Peak-to-peak (P2P) displacement and rotation and conditioning displacement (CD) were calculated. The Ex-Fix group failed in 83.3 % of specimens with concomitant single-level posterior fixation (Total: 15/18-7 of 9 IS fixation, 8 of 9 TS fixation), and 0 % (0/9) of specimens with concomitant two-level (S1S2) posterior fixation. All specimens with the In-Fix survived testing except for two specimens treated with In-Fix combined with IS fixation. Trans-sacral fixation had higher pubic rotation and greater sacral and pubic displacement than S1S2 (p < 0.05). Rotation of the pubis and sacrum was not different between In-Fix constructs combined with single-level IS and TS fixation. In this model of an unstable pelvic fracture (OTA 61-C), anterior fixation with an In-Fix was biomechanically superior to an anterior Ex-Fix in the setting of single-level posterior fixation. There was no biomechanical difference between the In-Fix and Ex-Fix when each was combined with two levels of posterior sacral fixation.

  7. DIDACTIC ENGINEERING: DESIGNING NEW GENERATION LEARNING SYSTEMS

    Directory of Open Access Journals (Sweden)

    Nail K. Nuriyev

    2016-09-01

    Full Text Available Introduction: the article deals with the organisation of training activities in the man-made environment. Didactic engineering is seen as a methodology within which problems of didactics are solved with application of pedagogical, psychological, engineering methods. It is obvious that in order to implement the training of future engineers in a competence-based format (according to educational standard a new type of teaching system is needed, with new capacities (properties. These systems should set each student towards the development of professionally significant (key abilities, taking into account his/her psychological characteristics; ensure training on the verge of permissible difficulties (developing training, and thereby achieve rapid development of key skills, through his/her zone of “immediate development”; to diagnose the quality of possession of a competence in the academic sense. For the objectivity and reliability of assessment of the level and depth of learned knowledge it is necessary to generate this evaluation in a metric format. As a result, we created a didactic system, which combines all the listed properties and the properties of classical systems. This allowed us to construct a new generation of didactic systems. Materials and Methods: the research is based on a systematic analysis of the activity of an engineer; on models of “zones of immediate development” by L. S. Vygotsky; on “developmental education” by L. N. Zankova; on the use of pedagogical and psychological patterns as well as taxonomic methods, didactic engineering, theory of probability and mathematical statistics. Results: constructed is a model for training engineers in the metric format of competence, which envisages a rapid development of students project and constructive abilit ies based on their knowledge learned. Discussion and Conclusions: the parameters defining the probability of engineer’s success have been described; the taxonomic scale

  8. The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas

    Science.gov (United States)

    Longing, Jeffrey Lucian

    The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey. The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study. The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data

  9. 48 CFR 227.7009-4 - Additional clauses-contracts providing for payment of a running royalty.

    Science.gov (United States)

    2010-10-01

    ...-contracts providing for payment of a running royalty. 227.7009-4 Section 227.7009-4 Federal Acquisition... clauses—contracts providing for payment of a running royalty. The clauses set forth below are examples... desired to cover the subject matter thereof and the contract provides for payment of a running royalty. (a...

  10. A Didactic Approach between Music and History: Military Images in Early 19th-Century Concertos

    Directory of Open Access Journals (Sweden)

    Luca Aversano

    2015-12-01

    Full Text Available This article looks at the representation of military images in the violin and orchestra concerts of the early 19th century in a didactic perspective. It introduces a reflection on methodology that focuses on the way in which school teaching can connect the analysis of past musical forms with the history of European culture. At the same time, the essay provides an example for a possible didactic approach, conceived essentially for upper secondary schools, but also potentially useful for teachers at other school levels.

  11. New Age Teaching: Beyond Didactics

    Directory of Open Access Journals (Sweden)

    Peter D. Vlaovic

    2006-01-01

    Full Text Available Widespread acceptance of laparoscopic urology techniques has posed many challenges to training urology residents and allowing postgraduate urologists to acquire often difficult new surgical skills. Several factors in surgical training programs are limiting the ability to train residents in the operating room, including limited-hours work weeks, increasing demand for operating room productivity, and general public awareness of medical errors. As such, surgical simulation may provide an opportunity to enhance residency experience and training, and optimize post-graduate acquisition of new skills and maintenance of competency. This review article explains and defines the various levels of validity as it pertains to surgical simulators. The most recently and comprehensively validity tested simulators are outlined and summarized. The potential role of surgical simulation in the formative and summative assessment of surgical trainees, as well as, the certification and recertification process of postgraduate surgeons will be delineated. Surgical simulation will be an important adjunct to the traditional methods of surgical skills training and will allow surgeons to maintain their proficiency in the technically challenging aspects of minimally invasive urologic surgery.

  12. New Age Teaching: Beyond Didactics

    Science.gov (United States)

    Vlaovic, Peter D.; McDougall, Elspeth M.

    2006-01-01

    Widespread acceptance of laparoscopic urology techniques has posed many challenges to training urology residents and allowing postgraduate urologists to acquire often difficult new surgical skills. Several factors in surgical training programs are limiting the ability to train residents in the operating room, including limited-hours work weeks, increasing demand for operating room productivity, and general public awareness of medical errors. As such, surgical simulation may provide an opportunity to enhance residency experience and training, and optimize post-graduate acquisition of new skills and maintenance of competency. This review article explains and defines the various levels of validity as it pertains to surgical simulators. The most recently and comprehensively validity tested simulators are outlined and summarized. The potential role of surgical simulation in the formative and summative assessment of surgical trainees, as well as, the certification and recertification process of postgraduate surgeons will be delineated. Surgical simulation will be an important adjunct to the traditional methods of surgical skills training and will allow surgeons to maintain their proficiency in the technically challenging aspects of minimally invasive urologic surgery. PMID:17619704

  13. Didactic possibilities of computer communications - the foundation of didactic model of training teachers in remote form

    Directory of Open Access Journals (Sweden)

    Vasilchenko L.V.

    2010-04-01

    Full Text Available The didactic model of the remote form of raising the level of teacher's skill is considered. Directions of creation of single educational space of continuous education are rotined. The association of didactic possibilities of information telecommunication technologies is given by possibility to stimulate independent educational activity of teachers. The indicated system renders assistance to development of abilities in a short-story form to give information, create short information messages, assort necessary information on certain signs. All of it develops communicative capabilities which play an important role in development of the personal qualities of individual

  14. Didactic content and teaching methodologies on required allopathic US family medicine clerkships.

    Science.gov (United States)

    Schwiebert, L P; Aspy, C B

    1999-02-01

    Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of required family medicine clerkships to assess what and how this important aspect of clerkship curriculum is taught. Using an original survey instrument, we surveyed US medical schools through mailings and follow-up phone contacts. We categorized free-form responses using a coding dictionary specific to this study and computed descriptive statistics. Of 127 medical schools contacted, 105 (83%) responded. Among respondents, 86 (82%) had a required family medicine clerkship, 80% of them in the third year. Mean clerkship length was 5.3 weeks (median = 4 weeks), and the mean number of didactic sessions was about 2 per week. Almost 80% of clerkships had sessions in the broad area of family medicine, and prevention was the most frequent individual topic, taught in 32 (37%) of clerkships. Seventy-one percent of sessions used methodologies other than lectures. The mean time devoted to teaching 24 of the top 26 topics identified in the survey was between 1.2 and 3.1 hours/rotation, although case presentations and common problems each averaged more than 7 hours on clerkships teaching these topics. This survey provided more detailed information than previously available about the didactic content of required US allopathic family medicine clerkships. The survey also documented the lack of agreement among these clerkships on didactic content. Most didactic sessions used interactive rather than lecture format. The information from this first detailed survey provides family medicine clerkship directors with national comparisons of didactic content and methodology as a foundation for further

  15. Game Development as Didactic Strategy for Biochemistry Teaching

    Directory of Open Access Journals (Sweden)

    G.G. Hornink

    2010-05-01

    Full Text Available It is well known that students and teachers have difficulties in learning and teaching Biochemistry due to its abstract and interconnected contents. This work proposes a didactic strategy in order to facilitate teaching and learning process in Biochemistry. The strategy was implemented with biological science undergraduate students. At first, the students were divided into groups with a specific topic to develop a game. During the semester, problem based learning cases, online activities like crossword puzzle, essay questions and educational softwares were used to present the content of each topic. The groups were oriented in classroom and online, to choose and organize contents and create ways to approach them in games. At the end of the course the groups played each other games, which were evaluated by teacher and students following some criteria like: creativity, content organization, interdisciplinarity, proposal coherence, instructions clarity, specific content. The game elaboration contributed to the development of social and cognitive functions, such as teamwork and troubleshooting, providing an interesting perspective to the student about knowledge construction process. The strategy showed up students' creativity and ability to reorganize their knowledge to a different education level. In an overview, the results indicate that the proposed didactic strategy is an effective way to enhance learning and to motivate students into Biochemistry topics.

  16. A Didactic Reconstruction of the Financial and Economic Crisis

    Directory of Open Access Journals (Sweden)

    Michael Schuhen

    2010-08-01

    Full Text Available Theoretical approaches to constructivism have put learner autonomy into the spotlight of didactic discourse. Apart from the matter of pedagogic actions on how (constructivisticly organised education might be arranged, this paper focuses on the perspective of didactic reconstruction. Thus, an observation-based research perspective is being adopted in this paper. The epistemic beliefs that have emerged over the course of the global financial and economic depression are reconstructed. The goal of the paper is to provide an insight into these different interpretations. In order to do this, university students were surveyed regarding this topic and the results of this qualitative study on these epistemic beliefs will be represented in this article. The paper tries to give answers on how students, who have been experiencing the financial and economic depression for nearly three years now, define its causes and what subsequent actions they would recommend. The results show that the main issue is not misinterpretation of political and economic knowledge but rather incomplete constructs based on only approximate knowledge.

  17. 76 FR 59614 - Facilitating the Use of Microwave for Wireless Backhaul and Other Uses and Providing Additional...

    Science.gov (United States)

    2011-09-27

    ... requires ``complex electronics to coordinate the transmissions, with the additional disadvantage of... Service operators to utilize 60 and 80 megahertz channels, it will simplify the electronics, lowers costs... accordance with the Commission's ex parte rules. Persons making ex parte presentations must file a copy of...

  18. Didactic speech synthesizer – acoustic module, formants model

    OpenAIRE

    Teixeira, João Paulo; Fernandes, Anildo

    2013-01-01

    Text-to-speech synthesis is the main subject treated in this work. It will be presented the constitution of a generic text-to-speech system conversion, explained the functions of the various modules and described the development techniques using the formants model. The development of a didactic formant synthesiser under Matlab environment will also be described. This didactic synthesiser is intended for a didactic understanding of the formant model of speech production.

  19. Questioning Mathematical Knowledge in Different Didactic Paradigms: The Case of Group Theory

    Science.gov (United States)

    Bosch, Marianna; Gascón, Josep; Nicolás, Pedro

    2018-01-01

    What is questioned and what is taken for granted when carrying out research into the teaching of a given mathematical topic such as Group Theory? This paper presents two different questioning procedures using the methodological tools provided by the Anthropological Theory of the Didactic (ATD). The first one, leading to an undergraduate…

  20. Methodological and Pedagogical Potential of Reflection in Development of Contemporary Didactics

    Science.gov (United States)

    Chupina, Valentina A.; Pleshakova, Anastasiia Yu.; Konovalova, Maria E.

    2016-01-01

    Applicability of the issue under research is preconditioned by the need of practical pedagogics to expand methodological and methodical tools of contemporary didactics. The purpose of the article is to detect the methodological core of reflection as a form of thinking and to provide insight thereunto on the basis of systematic attributes of the…

  1. Didactic Situations and Didactical Engineering in University Mathematics: Cases from the Study of Calculus and Proof

    Science.gov (United States)

    González-Martín, Alejandro S.; Bloch, Isabelle; Durand-Guerrier, Viviane; Maschietto, Michela

    2014-01-01

    This paper discusses the use of the "Theory of Didactic Situations" (TDS) at university level, paying special attention to the constraints and specificities of its use at this level. We begin by presenting the origins and main tenets of this approach, and discuss how these tenets are used towards the design of "Didactical…

  2. runjags: An R Package Providing Interface Utilities, Model Templates, Parallel Computing Methods and Additional Distributions for MCMC Models in JAGS

    Directory of Open Access Journals (Sweden)

    Matthew J. Denwood

    2016-07-01

    Full Text Available The runjags package provides a set of interface functions to facilitate running Markov chain Monte Carlo models in JAGS from within R. Automated calculation of appropriate convergence and sample length diagnostics, user-friendly access to commonly used graphical outputs and summary statistics, and parallelized methods of running JAGS are provided. Template model specifications can be generated using a standard lme4-style formula interface to assist users less familiar with the BUGS syntax. Automated simulation study functions are implemented to facilitate model performance assessment, as well as drop-k type cross-validation studies, using high performance computing clusters such as those provided by parallel. A module extension for JAGS is also included within runjags, providing the Pareto family of distributions and a series of minimally-informative priors including the DuMouchel and half-Cauchy priors. This paper outlines the primary functions of this package, and gives an illustration of a simulation study to assess the sensitivity of two equivalent model formulations to different prior distributions.

  3. [Modern didactics in surgical education--between demand and reality].

    Science.gov (United States)

    Pape-Köhler, C; Chmelik, C; Rose, M; Heiss, M M

    2010-12-01

    Surgical residency contains an inadequate amount of hands-on training in the operating room and time constraints further make this type of education on the floor unlikely. Due to these deficits in residency training, private surgical courses outside of the established residency programmes are in high demand. Therefore, surgical residents must spend their own resources and time in addition to their residency training in order to receive adequate clinical exposure. Didactic approaches like problem-based learning have begun to influence our modern education. These novel education approaches along with visualisation training, video-based presentations, and multimedia-based training can be useful adjuncts to traditional surgical training. © Georg Thieme Verlag Stuttgart ˙ New York.

  4. Additional electrodes on the Quartet™ LV lead provide more programmable pacing options than bipolar and tripolar equivalents.

    Science.gov (United States)

    O'Donnell, David; Sperzel, Johannes; Thibault, Bernard; Rinaldi, Christopher A; Pappone, Carlo; Gutleben, Klaus-Jürgen; Leclercq, Christopher; Razavi, Hedi; Ryu, Kyungmoo; Mcspadden, Luke C; Fischer, Avi; Tomassoni, Gery

    2017-04-01

    The aim of this study was to evaluate any benefits to the number of viable pacing vectors and maximal spatial coverage with quadripolar left ventricular (LV) leads when compared with tripolar and bipolar equivalents in patients receiving cardiac resynchronization therapy (CRT). A meta-analysis of five previously published clinical trials involving the Quartet™ LV lead (St Jude Medical, St Paul, MN, USA) was performed to evaluate the number of viable pacing vectors defined as capture thresholds ≤2.5 V and no phrenic nerve stimulation and maximal spatial coverage of viable vectors in CRT patients at pre-discharge (n = 370) and first follow-up (n = 355). Bipolar and tripolar lead configurations were modelled by systematic elimination of two and one electrode(s), respectively, from the Quartet lead. The Quartet lead with its four pacing electrodes exhibited the greatest number of pacing vectors per patient when compared with the best bipolar and the best tripolar modelled equivalents. Similarly, the Quartet lead provided the highest spatial coverage in terms of the distance between two furthest viable pacing cathodes when compared with the best bipolar and the best tripolar configurations (P tripolar configurations, elimination of the second proximal electrode (M3) resulted in the highest number of viable pacing options per patient. There were no significant differences observed between pre-discharge and first follow-up analyses. The Quartet lead with its four electrodes and the capability to pace from four anatomical locations provided the highest number of viable pacing vectors at pre-discharge and first follow-up visits, providing more flexibility in device programming and enabling continuation of CRT in more patients when compared with bipolar and tripolar equivalents. Published on behalf of the European Society of Cardiology. All rights reserved. © The Author 2016. For permissions please email: journals.permissions@oup.com.

  5. The Didactic Engineering for the Math Olympics Teaching: Olympic Situations with Geogebra’s Support

    Directory of Open Access Journals (Sweden)

    Ana Paula Rodrigues Alves Santos

    2018-01-01

    Full Text Available In this article, we intend to present a partial cut of a master's research, in which we describe, in a specific way, two phases determined by Didactic Engineering - ED in the context of the Mathematical Olympiads. Thus, we have the stages of preliminary analyzes and the construction of Olympic situations/a priori analysis. We emphasize in an Olympic situation that is described/structured with the support of GeoGebra software. Intervention through the proper exploitation of software provides the learner with opportunities to overcome certain difficulties/obstacles to an understanding or even conceptual construction in geometry. In this sense, the mentioned Olympic situation was experienced by students of the ninth year of elementary education II, from a private school in the state of Ceara, Brazil. The Olympic situation described proposes the possibility of the construction of metric relations in the triangle rectangle, content referring to the area of plane geometry. The ED is presented in this research, as a vision of complementarity that uses the theory of didactic situations - TSD. In this way, the described Olympic situation represents an alternative to classes directed to the math Olympics, their indication and structure, describes elements related to didactic mediation during the teaching and learning process, which emphasize details that make it possible to control and predict the possible student’s actions, as well as, to provide the experience of more significant didactic situations for geometry study in the Olympic context.

  6. Contrast-enhanced spectral mammography: Does mammography provide additional clinical benefits or can some radiation exposure be avoided?

    Science.gov (United States)

    Fallenberg, Eva Maria; Dromain, Clarisse; Diekmann, Felix; Renz, Diane M; Amer, Heba; Ingold-Heppner, Barbara; Neumann, Avidan U; Winzer, Klaus J; Bick, Ulrich; Hamm, Bernd; Engelken, Florian

    2014-07-01

    The purpose of this study was to compare contrast-enhanced spectral mammography (CESM) with mammography (MG) and combined CESM + MG in terms of detection and size estimation of histologically proven breast cancers in order to assess the potential to reduce radiation exposure. A total of 118 patients underwent MG and CESM and had final histological results. CESM was performed as a bilateral examination starting 2 min after injection of iodinated contrast medium. Three independent blinded radiologists read the CESM, MG, and CESM + MG images with an interval of at least 4 weeks to avoid case memorization. Sensitivity and size measurement correlation and differences were calculated, average glandular dose (AGD) levels were compared, and breast densities were reported. Fisher's exact and Wilcoxon tests were performed. A total of 107 imaging pairs were available for analysis. Densities were ACR1: 2, ACR2: 45, ACR3: 42, and ACR4: 18. Mean AGD was 1.89 mGy for CESM alone, 1.78 mGy for MG, and 3.67 mGy for the combination. In very dense breasts, AGD of CESM was significantly lower than MG. Sensitivity across readers was 77.9 % for MG alone, 94.7 % for CESM, and 95 % for CESM + MG. Average tumor size measurement error compared to postsurgical pathology was -0.6 mm for MG, +0.6 mm for CESM, and +4.5 mm for CESM + MG (p < 0.001 for CESM + MG vs. both modalities). CESM alone has the same sensitivity and better size assessment as CESM + MG and was significantly better than MG with only 6.2 % increase in AGD. The combination of CESM + MG led to systematic size overestimation. When a CESM examination is planned, additional MG can be avoided, with the possibility of saving up to 61 % of radiation dose, especially in patients with dense breasts.

  7. A pilot study examining experiential learning vs didactic education of abdominal compartment syndrome.

    Science.gov (United States)

    Saraswat, Anju; Bach, John; Watson, William D; Elliott, John O; Dominguez, Edward P

    2017-08-01

    Current surgical education relies on simulated educational experiences or didactic sessions to teach low-frequency clinical events such as abdominal compartment syndrome (ACS). The purpose of this pilot study was to evaluate if simulation would improve performance and knowledge retention of ACS better than a didactic lecture. Nineteen general surgery residents were block randomized by postgraduate year level to a didactic or a simulation session. After 3 months, all residents completed a knowledge assessment before participating in an additional simulation. Two independent reviewers assessed resident performance via audio-video recordings. No baseline differences in ACS experience were noted between groups. The observational evaluation demonstrated a significant difference in performance between the didactic and simulation groups: 9.9 vs 12.5, P = .037 (effect size = 1.15). Knowledge retention was equivalent between groups. This pilot study suggests that simulation-based education may be more effective for teaching the basic concepts of ACS. Copyright © 2016 Elsevier Inc. All rights reserved.

  8. Designing MOOC: a shared view on didactical principles

    NARCIS (Netherlands)

    Stoyanov, Slavi; De Vries, Fred

    2018-01-01

    The innovative impact of the paper can be highlighted by the following statements: 1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles. 2. Defining MOOC didactical

  9. Adapting the Mathematical Task Framework to Design Online Didactic Objects

    Science.gov (United States)

    Bowers, Janet; Bezuk, Nadine; Aguilar, Karen

    2011-01-01

    Designing didactic objects involves imagining how students can conceive of specific mathematical topics and then imagining what types of classroom discussions could support these mental constructions. This study investigated whether it was possible to design Java applets that might serve as didactic objects to support online learning where…

  10. Values Education through Aggadic Stories: The Didactic Rewriter as Interpreter

    Science.gov (United States)

    Weinstein, Sara

    2016-01-01

    Didactic rewrites of aggadic stories are an important resource in values education. This study, geared primarily toward teachers involved in choosing curricular materials, investigates how the didactic rewriter actually becomes an interpreter, rather than a mere transmitter, of the original text. The personal values of the rewriters can influence…

  11. Inquiry based learning as didactic model in distant learning

    NARCIS (Netherlands)

    Rothkrantz, L.J.M.

    2015-01-01

    Recent years many universities are involved in development of Massive Open Online Courses (MOOCs). Unfortunately an appropriate didactic model for cooperated network learning is lacking. In this paper we introduce inquiry based learning as didactic model. Students are assumed to ask themselves

  12. Creole Practices as Prescriptive Guidelines for Language Didactics?

    DEFF Research Database (Denmark)

    Bojsen, Heidi

    2014-01-01

    . In the following section, the author introduces different sociolinguistic studies of language practices in Martinique and the Caribbean giving a particular attention to the school system. The section ends with a brief discussion of how didactics in language teaching intersects with Glissant’s thinking....... The conclusion presents a proposition of how Glissant’s thought may inspire sociolinguistics and didactics....

  13. Bringing Curriculum Theory and Didactics Together: A Deweyan Perspective

    Science.gov (United States)

    Deng, Zongyi

    2016-01-01

    Using Dewey's method of resolution for resolving a dualism exemplified in "The Child and the Curriculum," this article reconciles and brings together two rival schools of thought--curriculum theory and didactics--in China. The central thesis is that the rapprochement requires a reconceptualisation of curriculum theory and didactics in…

  14. Relationships between the Philosophy of Science and Didactics of Science.

    Science.gov (United States)

    Aduriz-Bravo, Agustin; Izquierdo, Merce; Galagovsky, Lydia

    2002-01-01

    Presents a theoretical classification of relationships between the philosophy of science and didactics of science, based on the metadiscursive nature which philosophy and didactics share. Describes five different relationships between the two disciplines: material, instrumental, explanatory, rhetorical, and metatheoretical. (Author/MM)

  15. Additional Haptic Information Provided by Anchors Reduces Postural Sway in Young Adults Less Than Does Light Touch

    Directory of Open Access Journals (Sweden)

    Renato Moraes

    2018-06-01

    Full Text Available This study investigated the effect of adding haptic information to the control of posture, as well as comparing the effect of both the “light touch” (LT and “anchor system” (AS paradigms on postural sway. Additionally, it compared the effect of location and number of points of contact to the control of posture in young adults. The location consisted of using the anchors tied to the finger and held by the hands, and, for LT, the fingertip. For the number of points of contact, participants used two hands, and then separately the dominant hand, and the non-dominant hand, for both anchor and LT paradigms. Participants stood upright with feet-together and in tandem position while performing tasks that combined the use of anchors and LT, points of contact (hand grip and finger, and number of points of contact (two hands and one hand. In this study, the anchors consist of holding in each hand a flexible cable with the other end attached to the ground. The LT consists of slightly touching a rigid surface with the tip of the index finger. The results showed, first, that the anchors improved postural control less than did the LT. Second, they revealed that holding the anchors with the hands or with them tied to the fingertip resulted in a similar reduction in postural sway only in the tandem position. For the feet-together position, the anchors tied to the fingertip were ineffective. Similarly, the use of one or two hands did not affect the contribution of the anchors. However, using two hands in the LT condition was more effective than was one hand. Third, our results showed the presence of a temporal delay between force and center-of-pressure (COP for the anchors, only in the AP direction with feet-together. In conclusion, overall, the anchors were less effective in reducing postural sway than was the LT. The anchors attached to fingertips were as effective as the hand-held anchors in the tandem position, yet ineffective during foot

  16. Simulated spinal cerebrospinal fluid leak repair: an educational model with didactic and technical components.

    Science.gov (United States)

    Ghobrial, George M; Anderson, Paul A; Chitale, Rohan; Campbell, Peter G; Lobel, Darlene A; Harrop, James

    2013-10-01

    In the era of surgical resident work hour restrictions, the traditional apprenticeship model may provide fewer hours for neurosurgical residents to hone technical skills. Spinal dura mater closure or repair is 1 skill that is infrequently encountered, and persistent cerebrospinal fluid leaks are a potential morbidity. To establish an educational curriculum to train residents in spinal dura mater closure with a novel durotomy repair model. The Congress of Neurological Surgeons has developed a simulation-based model for durotomy closure with the ongoing efforts of their simulation educational committee. The core curriculum consists of didactic training materials and a technical simulation model of dural repair for the lumbar spine. Didactic pretest scores ranged from 4/11 (36%) to 10/11 (91%). Posttest scores ranged from 8/11 (73%) to 11/11 (100%). Overall, didactic improvements were demonstrated by all participants, with a mean improvement between pre- and posttest scores of 1.17 (18.5%; P = .02). The technical component consisted of 11 durotomy closures by 6 participants, where 4 participants performed multiple durotomies. Mean time to closure of the durotomy ranged from 490 to 546 seconds in the first and second closures, respectively (P = .66), whereby the median leak rate improved from 14 to 7 (P = .34). There were also demonstrative technical improvements by all. Simulated spinal dura mater repair appears to be a potentially valuable tool in the education of neurosurgery residents. The combination of a didactic and technical assessment appears to be synergistic in terms of educational development.

  17. Didactic tools for understanding respiratory physiology

    International Nuclear Information System (INIS)

    Kehoe, P Donnelly; Bratovich, C; Perrone, Ms; Castells, L Mendez

    2007-01-01

    The challenges in Bioengineering are not only the application of engineering knowledge to the measurement of physiological variables, but also the simulation of biological systems. Experience has shown that the physiology of the respiratory system involves a set of concepts that cannot be effectively taught without the help of a group of didactic tools that contribute to the measurement of characteristic specific variables and to the simulation of the system itself. This article describes a series of tools designed to optimize the teaching of the respiratory system, including the use of spirometers and software developed entirely by undergraduate Bioengineering students from Universidad Nacional de Entre Rios (UNER). The impact these resources have caused on the understanding of the topic and how each of them has facilitated the interpretation of the concepts by the students is also discussed

  18. Higher education journals as didactic frameworks

    DEFF Research Database (Denmark)

    Keiding, Tina Bering; Qvortrup, Ane

    2018-01-01

    topics. Students as participants and learners are a frequent topic in especially one journal, but receive little attention in the other journals. Also, educational technologies receive a varying degree of attention across the journals. Based on the mapping, this article discusses Higher Education......During the last 20 years, we have witnessed a growing interest in research in teaching, learning and educational development in higher education (HE). The result is that ‘Higher Education Didactics’ has established itself as a research field in its own right. This article explores Higher Education...... influential, while the others stem from the Anglo-Saxon curriculum tradition. The mapping shows that all journals are strongly occupied with teaching methods, especially methods grounded in theories of active and social learning. In contrast, didactic categories such as goal, content and assessment are rare...

  19. 14 CFR 61.419 - How do I obtain privileges to provide training in an additional category or class of light-sport...

    Science.gov (United States)

    2010-01-01

    ... training in an additional category or class of light-sport aircraft? 61.419 Section 61.419 Aeronautics and...: PILOTS, FLIGHT INSTRUCTORS, AND GROUND INSTRUCTORS Flight Instructors With a Sport Pilot Rating § 61.419 How do I obtain privileges to provide training in an additional category or class of light-sport...

  20. Racism as a Unique Social Determinant of Mental Health: Development of a Didactic Curriculum for Psychiatry Residents.

    Science.gov (United States)

    Medlock, Morgan; Weissman, Anna; Wong, Shane Shucheng; Carlo, Andrew; Zeng, Mary; Borba, Christina; Curry, Michael; Shtasel, Derri

    2017-01-01

    Mental health disparities based on minority racial status are well characterized, including inequities in access, symptom severity, diagnosis, and treatment. For African Americans, racism may affect mental health through factors such as poverty and segregation, which have operated since slavery. While the need to address racism in medical training has been recognized, there are few examples of formal didactic curricula in the psychiatric literature. Antiracism didactics during psychiatry residency provide a unique opportunity to equip physicians to address bias and racism in mental health care. With advocacy by residents in the Massachusetts General Hospital/McLean Psychiatry residency program, the Division of Public and Community Psychiatry developed a curriculum addressing racial inequities in mental health, particularly those experienced by African Americans. Four 50-minute interactive didactic lectures were integrated into the required didactic curriculum (one lecture per postgraduate training class) during the 2015-2016 academic year. Of residents who attended lectures and provided anonymous feedback, 97% agreed that discussing racism in formal didactics was at least "somewhat" positive, and 92% agreed that it should "probably" or "definitely" remain in the curriculum. Qualitative feedback centered on a need for more time to discuss racism as well as a desire to learn more about minority mental health advocacy in general. Teaching about racism as part of required training conveys the explicit message that this is core curricular material and critical knowledge for all physicians. These lectures can serve as a springboard for dissemination and provide scaffolding for similar curriculum development in medical residency programs.

  1. Comparative analysis of Klafki and Heimann's didactic models

    Directory of Open Access Journals (Sweden)

    Bojović Žana P.

    2016-01-01

    Full Text Available A comparative analysis of Klafki's didactic thinking which is based on an analysis of different kinds of theories on the nature of education and Heimann's didactic which is based on the theory of teaching and learning shows that both are dealing with teaching in its entirety. Both authors emphasize the role of contents, methods, procedures and resources for material and formal education and both use anthropological and social reality as their starting point. According to Klafki, resources, procedures, and methods are in form of dependency where it is important to know what and why should something be learnt, whereas Heimann sees the same elements in the form of interdependency. Each of the didactic conceptions, from their point of view, define the position of goals and tasks in education as well as how to achieve them. Determination and formulation of objectives is a complex, responsible, and very difficult task, and a goal must be clearly defined, because it emanates the guidelines for the preparation of didactic methodology educational programs and their planning. The selection of content in didactic methodology scenarios of education and learning, are only possible if the knowledge, skills and abilities that are necessary for a student to develop are explicitly indicated. The question of educational goals is the main problem of didactics for only a clearly defined objective implicates the selection of appropriate methods and means for its achievement, and it should be a permanent task of the current didactic conception now and in the future.

  2. TelePain: Primary care chronic pain management through weekly didactic and case‐based telementoring

    Directory of Open Access Journals (Sweden)

    Diane M. Flynn

    2017-12-01

    Full Text Available Chronic pain is a significant problem among military personnel and a priority of the military health system. The U.S. Army Surgeon General's Pain Management Task Force recommends using telehealth capabilities to enhance pain management. This article describes the development and evaluation of a telehealth intervention (TelePain designed to improve access to pain specialist consultation in the military health system. The study uses a wait-list cluster controlled clinical trial to test: 1 effectiveness of the intervention, and 2 interviews to assess barriers and facilitators of the intervention implementation. The intervention involves a didactic presentation based on the Joint Pain Education Curriculum followed by patient case presentations and multi-disciplinary discussion via videoconference by clinicians working in the military health system. A panel of pain specialists representing pain medicine, internal medicine, anesthesiology, rehabilitation medicine, psychiatry, addiction medicine, health psychology, pharmacology, nursing, and complementary and integrative pain management provide pain management recommendations for each patient case. We use the Pain Assessment Screening Tool and Outcomes Registry (PASTOR to measure patient outcomes, including pain, sleep, fatigue, anxiety, and depression. This article reports some of the challenges and lessons learned during early implementation of the TelePain intervention. Weekly telephone meetings among the multisite research team were instrumental in problem solving, identifying problem areas, and developing solutions. Solutions for recruitment challenges included additional outreach and networking to military health providers, both building on existing relationships and new relationships.

  3. TelePain: Primary Care Chronic Pain Management through Weekly Didactic and Case-based Telementoring.

    Science.gov (United States)

    Flynn, Diane M; Eaton, Linda H; McQuinn, Honor; Alden, Ashley; Meins, Alexa R; Rue, Tessa; Tauben, David J; Doorenbos, Ardith Z

    2017-12-01

    Chronic pain is a significant problem among military personnel and a priority of the military health system. The U.S. Army Surgeon General's Pain Management Task Force recommends using telehealth capabilities to enhance pain management. This article describes the development and evaluation of a telehealth intervention (TelePain) designed to improve access to pain specialist consultation in the military health system. The study uses a wait-list controlled clinical trial to test: 1) effectiveness of the intervention, and 2) interviews to assess barriers and facilitators of the intervention implementation. The intervention involves a didactic presentation based on the Joint Pain Education Curriculum followed by patient case presentations and multi-disciplinary discussion via videoconference by clinicians working in the military health system. A panel of pain specialists representing pain medicine, internal medicine, anesthesiology, rehabilitation medicine, psychiatry, addiction medicine, health psychology, pharmacology, nursing, and complementary and integrative pain management provide pain management recommendations for each patient case. We use the Pain Assessment Screening Tool and Outcomes Registry (PASTOR) to measure patient outcomes, including pain, sleep, fatigue, anxiety, and depression. This article reports some of the challenges and lessons learned during early implementation of the TelePain intervention. Weekly telephone meetings among the multisite research team were instrumental in problem solving, identifying problem areas, and developing solutions. Solutions for recruitment challenges included additional outreach and networking to military health providers, both building on.

  4. Multimedia didactic courseware of imaging anatomy for network environment

    International Nuclear Information System (INIS)

    Jin Jiyang; Teng Gaojun; Yang Xiaoqing; Zhu Haihua; Kong Weiwei; Zhu Jiaming; Li Guozhao

    2004-01-01

    Objective: To design and program the multimedia didactic courseware of imaging anatomy for network environment. Methods: By collecting the teaching material and images of 'imaging anatomy', the images were obtained with digital cameras and scanners, and processed with graphic software, and then the multimedia didactic courseware was archived with Dreamweaver MX. Results: Multimedia didactic courseware of imaging anatomy with friendly interface for network environment had been completed. Reliable, stable, and flexible operation in campus network and Internet environment was achieved. Conclusion: Being not conditioned by time and space factor, multimedia didactic courseware for network environment with an abundance of information and more freedom in teaching and studying, which saves manpower and material resources and makes an effective disposal of educational resources, will have broad prospects to develop. (authors)

  5. A Comparison of Didactic and Inquiry Teaching Methods in a Rural Community College Earth Science Course

    Science.gov (United States)

    Beam, Margery Elizabeth

    The combination of increasing enrollment and the importance of providing transfer students a solid foundation in science calls for science faculty to evaluate teaching methods in rural community colleges. The purpose of this study was to examine and compare the effectiveness of two teaching methods, inquiry teaching methods and didactic teaching methods, applied in a rural community college earth science course. Two groups of students were taught the same content via inquiry and didactic teaching methods. Analysis of quantitative data included a non-parametric ranking statistical testing method in which the difference between the rankings and the median of the post-test scores was analyzed for significance. Results indicated there was not a significant statistical difference between the teaching methods for the group of students participating in the research. The practical and educational significance of this study provides valuable perspectives on teaching methods and student learning styles in rural community colleges.

  6. Didactics, Technology, and Organisation of Project Based Distance Education

    DEFF Research Database (Denmark)

    Knudsen, Morten Haack; Borch, Ole M.; Helbo, Jan

    2005-01-01

    The didactics, technology, and organization of an ICT supported distance engineering Master education are described. A systematic monitoring and evaluation of the basis year has given useful experience, subsequently used for adjustments and improvements. A successful on-campus project organized...... as asynchronous, which is possible with extensive utilization of new information and communication technology. Virtual meetings are conducted with text, sound and video based communication. Also the organization requires technology. A new learning management system, specifically designed to the didactic form...

  7. Human Rights Education: A Pedagogical and Didactic (Teaching Strategy Focused in a Controversial Perspective

    Directory of Open Access Journals (Sweden)

    Abraham Magendzo-Kolstrein

    2015-09-01

    Full Text Available The purpose of this article, which can be envision as an essay, is to present a pedagogical-didactic strategy for human rights education focusing on the controversy. Advancements and setbacks faced by human rights education in Latin America are exposed in order to support this strategy. Therefore, it indicates that education has denied the conflict and explains the need for its inclusion under the idea of ‘controversial issue’. Additionally, the existence of conflicts in the interpretation, violation and/or respect for human rights is pointed out. The principal tensions that cross human rights are displayed. Based on the above, the need to support the existence of a human rights education focusing on the conflict and central components of its teaching strategy are described, and it ends by referring to its didactic approach and the role which should be assumed by faculty when teaching human rights including the conflict.

  8. ON PATTERNS OF INTERSUBJECTIVE COGNITION IN DIDACTIC POETRY

    Directory of Open Access Journals (Sweden)

    Simon Gabor

    2016-12-01

    Full Text Available The theoretical reception of didactic poetry has displayed two tendencies in the past few decades. Firstly, the emphasis has been on what is taught in the works of art instead of how the teaching process is structured. Therefore rhetorical and philological approaches dominate theory and interpretation. Secondly, the status of didactic poetry as a poetic genre is often questioned despite the fact that its ancient Aristotelian critique has been revised. The aim of the paper is to reconsider both aspects from the viewpoint of cognitive genre theory. I examine what kinds of cognitive patterns organise the teaching process in three texts: in De rerum natura (On Nature by Titus Lucretius Carus, in A méltóság keserve (The Lament of Dignity by the Hungarian poet György Bessenyei, and in Die Metamorphose der Pflanzen (The Metamorphosis of Plants by Johann Wolfgang Goethe. In the demonstration of how the teacher-pupil interaction serves as the basis of the complex didactic process I apply the evolutionary model of teaching behaviour. The main results of the investigation are (i drawing attention to the indirect adaptations of teaching behaviour (e.g. social tolerance, local enhancement, evaluative feedback represented in didactic poetry; (ii demonstrating the importance of poetic imagery in didactic poetry, emphasising the close relation between poetic and didactic configurations; (iii rethinking the notion of genre as a specific pattern of cognition mediating between particular sociocultural contexts.

  9. Communication skills training in dementia care: a systematic review of effectiveness, training content, and didactic methods in different care settings.

    Science.gov (United States)

    Eggenberger, Eva; Heimerl, Katharina; Bennett, Michael I

    2013-03-01

    Caring for and caring about people with dementia require specific communication skills. Healthcare professionals and family caregivers usually receive little training to enable them to meet the communicative needs of people with dementia. This review identifies existent interventions to enhance communication in dementia care in various care settings. We searched MEDLINE, AMED, EMBASE, PsychINFO, CINAHL, The Cochrane Library, Gerolit, and Web of Science for scientific articles reporting interventions in both English and German. An intervention was defined as communication skills training by means of face-to-face interaction with the aim of improving basic communicative skills. Both professional and family caregivers were included. The effectiveness of such training was analyzed. Different types of training were defined. Didactic methods, training content, and additional organizational features were qualitatively examined. This review included 12 trials totaling 831 persons with dementia, 519 professional caregivers, and 162 family caregivers. Most studies were carried out in the USA, the UK, and Germany. Eight studies took place in nursing homes; four studies were located in a home-care setting. No studies could be found in an acute-care setting. We provide a list of basic communicative principles for good communication in dementia care. Didactic methods included lectures, hands-on training, group discussions, and role-play. This review shows that communication skills training in dementia care significantly improves the quality of life and wellbeing of people with dementia and increases positive interactions in various care settings. Communication skills training shows significant impact on professional and family caregivers' communication skills, competencies, and knowledge. Additional organizational features improve the sustainability of communication interventions.

  10. The Munroe-Meyer Approach: Continuous Integration of Didactic Instruction, Research, and Clinical Practice.

    Science.gov (United States)

    Zangrillo, Amanda N; Warzak, William J; Volkert, Valerie M; Valleley, Rachel J; Shriver, Mark D; Rodriguez, Nicole M; Roberts, Holly J; Piazza, Cathleen C; Peterson, Kathryn M; Milnes, Suzanne M; Menousek, Kathryn M; Mathews, Terri L; Luczynski, Kevin C; Kupzyk, Sara S; Kuhn, Brett R; Higgins, William J; Grennan, Allison O; Greer, Brian D; Fisher, Wayne W; Evans, Joseph H; Allen, Keith D

    2016-05-01

    Increased demand for applied behavior analysis (ABA) services has increased the need for additional masters-level practitioners and doctoral-level academicians and clinical directors. Based on these needs, the University of Nebraska Medical Center's (UNMC) Munroe-Meyer Institute has developed a PhD program. The academic structure at UNMC allowed us to create our PhD program in a relatively quick and efficient manner. Our PhD program has many unique features, including (a) close integration of didactic instruction with clinical and research training provided by leading experts in ABA in which students immediately apply concepts introduced in the classroom during coordinated clinical and research practica; (b) structured grant writing training in which students learn to write and submit an NIH-level grant; (c) financial support in the form of a stipend of $23,400 per year, free health benefits, and a full-tuition waiver for up to 12 credits per semester for UNMC courses (a benefits package worth approximately $50,000 per year for an out-of-state student); and (d) encouragement and financial support to present papers at local, regional, and national behavior analysis conferences.

  11. Reinventing the Wheel: One Program's Approach to Redesign of Didactic Courses.

    Science.gov (United States)

    Hudak, Nicholas M; Scott, Victoria; Spear, Sherrie B; Hills, Karen J

    2015-12-01

    Curriculum and course redesign are expected and intentional efforts in health professions education. For physician assistant (PA) education, ongoing program self-assessment is a required accreditation standard and may guide deliberate changes within curriculum. The purpose of this article is to describe one PA program’s approach to the redesign of 4 courses into 3 courses that span the entire didactic phase. Significant lessons learned include the importance of planning ahead, identifying key players, documenting the process as part of ongoing self-assessment, competency mapping, and being prepared to make real-time modifications and changes based on course evaluations and faculty feedback. Our approach and guiding principles to the successful redesign of the didactic courses may provide both established and new PA educational programs with useful methods to apply in their own unique curricula.

  12. Role of an audience response system in didactic attendance and assessment.

    Science.gov (United States)

    Stoneking, Lisa R; Grall, Kristi H; Min, Alice; Dreifuss, Bradley; Spear Ellinwood, Karen C

    2014-06-01

    The Residency Review Committee for Emergency Medicine mandates conference participation, but tracking attendance is difficult and fraught with errors. Feedback on didactic sessions, if not collected in real time, is challenging to obtain. We assessed whether an audience response system (ARS) would (1) encourage residents to arrive on time for lectures, and (2) increase anonymous real-time audience feedback. The ARS (Poll Everywhere) provided date/time-stamped responses to polls from residents, including a question to verify attendance and questions to gather immediate, anonymous postconference evaluations. Fisher exact test was used to calculate proportions. The proportion of residents who completed evaluations prior to the institution of the ARS was 8.75, and it was 59.42 after (P didactic sessions.

  13. Implementation of a classifier didactical machine for learning mechatronic processes

    Directory of Open Access Journals (Sweden)

    Alex De La Cruz

    2017-06-01

    Full Text Available The present article shows the design and construction of a classifier didactical machine through artificial vision. The implementation of the machine is to be used as a learning module of mechatronic processes. In the project, it is described the theoretical aspects that relate concepts of mechanical design, electronic design and software management which constitute popular field in science and technology, which is mechatronics. The design of the machine was developed based on the requirements of the user, through the concurrent design methodology to define and materialize the appropriate hardware and software solutions. LabVIEW 2015 was implemented for high-speed image acquisition and analysis, as well as for the establishment of data communication with a programmable logic controller (PLC via Ethernet and an open communications platform known as Open Platform Communications - OPC. In addition, the Arduino MEGA 2560 platform was used to control the movement of the step motor and the servo motors of the module. Also, is used the Arduino MEGA 2560 to control the movement of the stepper motor and servo motors in the module. Finally, we assessed whether the equipment meets the technical specifications raised by running specific test protocols.

  14. Teaching and Learning Numerical Analysis and Optimization: A Didactic Framework and Applications of Inquiry-Based Learning

    Science.gov (United States)

    Lappas, Pantelis Z.; Kritikos, Manolis N.

    2018-01-01

    The main objective of this paper is to propose a didactic framework for teaching Applied Mathematics in higher education. After describing the structure of the framework, several applications of inquiry-based learning in teaching numerical analysis and optimization are provided to illustrate the potential of the proposed framework. The framework…

  15. Evaluating the need for alternative didactic learning options in pediatric dental residency training.

    Science.gov (United States)

    Keck, Douglas B; Rutkauskas, John S; Clothey, Rebecca A

    2009-06-01

    The need for an alternative means of delivery of a didactic curriculum to pediatric dental residents is described. It is our hope with this project to encourage a much-needed didactic curriculum for programs lacking faculty and to endorse other programs in which academicians exist but cannot cover all the material with which a resident needs to become familiar in the two years of postgraduate residency training. A decrease in faculty number due to retirement, debt burden, or marginal recruitment techniques along with an increase in positions in pediatric dentistry residency programs poses a unique educational dilemma. Using a mixed-method research methodology, we sent a twelve-question survey to 105 pediatric dentistry residency program directors and department chairs, followed by eight telephone interviews. Results from a 55 percent return rate show that the debt burden of most pediatric dental residents is well over $100,000 and that this affects a resident's decision to enter academia, as does the relative lack of positive recruitment techniques and poor faculty remuneration. The survey results affirm the need for improvement in the didactic curriculum of pediatric dentistry residents and show that program directors and department chairs also feel that an alternative delivery method using DVD or online/web-based programs would be welcomed. Despite their extremely heavy workloads, educators are willing to contribute by providing lectures or reading lists in their area of expertise.

  16. Didactic aspects of cognition of human as a bio-psycho-socio-cultural personality.

    Science.gov (United States)

    Palamar, Borys I; Vaskivska, Halyna O; Palamar, Svitlana P

    Modern education, according to leading Ukrainian scientists, requires the development of a new paradigm, which will consider the phenomenon of man holistically. The article describes didactic aspects of cognition of human as a bio-psycho-socio-cultural personality, as social fact, as a phenomenon. For the actualization of the didactic aspects of the problem, the authors used the methods of scientific literature analysis, systemic analysis and generalizations, analysis own practice of didactic and methodological character. Reforming the systems of education and medicine should occur in the context of providing active, creative, productive human life. Practice of system analysis proved that man as a subject of study should be considered as a biological entity, a social being, the bearer of consciousness and culture. A holistic approach to the study of man, viewing him as creatures of the natural (bodily) and social individual (society, culture) and the subject of mental and spiritual (creative and deliberate) activity can reveal its unique originality. The uniqueness of the phenomenon of man as the subject and object of research lies in its indivisibility, which is based on the unity of the laws of nature and society. Therefore, when studying the person should take into account the interests of social and natural Sciences. This once again confirms the idea of the necessity of human studies with the help of a systematic approach, which generates true and holistic view of the person, that involves the development of meta-perception of world and ourselves.

  17. A study of empathy decline in physician assistant students at completion of first didactic year.

    Science.gov (United States)

    Mandel, Ellen D; Schweinle, William E

    2012-01-01

    This research investigated empathy trends among physician assistant (PA) students through their education and included gender differences and specialty job interest. This research partially replicates similar studies of medical and other health professions students. The Jefferson Scale on Physician Empathy (SPE) was administered to PA students three times: (1) during matriculation, (2) near the end of their didactic training and (3) during their clinical education phase. Data were analyzed using both parametric (ANOVA) and nonparametric (binomial) methods. A total of 328 survey responses (270 females, 57 males, and one nonindicator) from the graduating classes of 2009 through 2014 at a northeastern university were collected and analyzed. Reliability for the JSPE was .80 (Cronbach) in this sample. Sixty-two percent had lower median JSPE empathy scores toward the end of their didactic training than at the time of matriculation (P = .0001), while the difference between empathy scores from years two and three was not significant (P = .37). Women were significantly more empathetic (mean = 5.05) at the time of matriculation than men (mean = 4.70, P = .0003), while both genders appeared to lose empathy in a parallel fashion during didactic training (P = .76). There was no association between empathy scores and prospective job category interest. These findings illustrate a decline in empathy among both genders during PA training, similar to other health care providers' educations, and support the need for further conversation regarding a role for empathy assessment and curricula in PA education.

  18. Individualised motivational counselling to enhance adherence to antiretroviral therapy is not superior to didactic counselling in South African patients: findings of the CAPRISA 058 randomised controlled trial.

    Science.gov (United States)

    van Loggerenberg, Francois; Grant, Alison D; Naidoo, Kogieleum; Murrman, Marita; Gengiah, Santhanalakshmi; Gengiah, Tanuja N; Fielding, Katherine; Abdool Karim, Salim S

    2015-01-01

    Concerns that standard didactic adherence counselling may be inadequate to maximise antiretroviral therapy (ART) adherence led us to evaluate more intensive individualised motivational adherence counselling. We randomised 297 HIV-positive ART-naïve patients in Durban, South Africa, to receive either didactic counselling, prior to ART initiation (n = 150), or an intensive motivational adherence intervention after initiating ART (n = 147). Study arms were similar for age (mean 35.8 years), sex (43.1 % male), CD4+ cell count (median 121.5 cells/μl) and viral load (median 119,000 copies/ml). Virologic suppression at 9 months was achieved in 89.8 % of didactic and 87.9 % of motivational counselling participants (risk ratio [RR] 0.98, 95 % confidence interval [CI] 0.90-1.07, p = 0.62). 82.9 % of didactic and 79.5 % of motivational counselling participants achieved >95 % adherence by pill count at 6 months (RR 0.96, 95 % CI 0.85-1.09, p = 0.51). Participants receiving intensive motivational counselling did not achieve higher treatment adherence or virological suppression than those receiving routinely provided didactic adherence counselling. These data are reassuring that less resource intensive didactic counselling was adequate for excellent treatment outcomes in this setting.

  19. Medical Care Provided Under California's Workers' Compensation Program: Effects of the Reforms and Additional Opportunities to Improve the Quality and Efficiency of Care.

    Science.gov (United States)

    Wynn, Barbara O; Timbie, Justin W; Sorbero, Melony E

    2011-01-01

    Since 2004, significant changes have been made to the California workers' compensation (WC) system. The Commission on Health and Safety and Workers' Compensation (CHSWC) asked the RAND Corporation to examine the impact that these changes have on the medical care provided to injured workers. This study synthesizes findings from interviews and available information regarding the implementation of the changes affecting WC medical care and identifies areas in which additional changes might increase the quality and efficiency of care delivered under the WC system. To improve incentives for efficiently providing medically appropriate care, California should revise its fee schedule allowances for services provided by hospitals to inpatients, freestanding ambulatory surgery centers, and physicians, create nonmonetary incentives for providing medically appropriate care in the medical provider network (MPN) context through more-selective contracting with providers and reducing medical review requirements for high-performing physicians; reduce incentives for inappropriate prescribing practices by curtailing in-office physician dispensing; and implement pharmacy benefit network regulations. To increase accountability for performance, California should revise the MPN certification process to place accountability for meeting MPN standards on the entity contracting with the physician network; strengthen Division of Workers' Compensation (DWC) authorities to provide intermediate sanctions for failure to comply with MPN requirements; and modify the Labor Code to remove payers and MPNs from the definition of individually identifiable data so that performance on key measures can be publicly available. To facilitate monitoring and oversight, California should provide DWC with more flexibility to add needed data elements to medical data reporting and provide penalties for a claim administrator failing to comply with the data-reporting requirements; require that medical cost

  20. Linking didactics and research in instructional material: A new structural model

    DEFF Research Database (Denmark)

    Graf, Stefan Ting

    2009-01-01

    How can research in instructional materials become more relevant for didactics and instruction planning? And how can general didactics reflect questions developed from a media perspective. These are the guiding questions of the article, which assumes a gap between general didactics and research...... and theory of instructional material. General didactics does not sufficiently incorporate a theory of media, and research and theory in instructional material do not recognise general didactics and apply very different conceptions of instruction in their studies – if at all. Through two approaches we argue...... for a new basic structure in didactics in order to bridge the gap when relevant conclusions for pragmatic didactics are in question. The first approach accounts for the place and status of media in the most known structural theories in general didactics. The second approach argues from another angle...

  1. Reliability of didactic grades to predict practical skills in an undergraduate dental college in Saudi Arabia.

    Science.gov (United States)

    Zawawi, Khalid H; Afify, Ahmed R; Yousef, Mohammed K; Othman, Hisham I; Al-Dharrab, Ayman A

    2015-01-01

    This longitudinal study was aimed to investigate the association between didactic grades and practical skills for dental students and whether didactic grades can reliability predict the dental students' practical performance. Didactic and practical grades for graduates from the Faculty of Dentistry, King Abdulaziz University, between the years 2009 and 2011 were collected. Four courses were selected: Dental Anatomy, Operative Dentistry, Prosthodontics, and Orthodontics. Pearson product-moment correlation analyses between didactic and practical scores were conducted. There was only a significant correlation between didactic and practical scores for the Dental Anatomy course (Pdidactic scores (Pdidactic and practical scores for all subjects. Based on the findings of this study, the relationship between didactic grades and practical performance is course specific. Didactic grades do not reliably predict the students' practical skills. Measuring practical performances should be independent from didactic grading.

  2. Service provider perceptions of telerehabilitation as an additional service delivery option within an Australian neurosurgical and orthopaedic physiotherapy screening clinic: A qualitative study.

    Science.gov (United States)

    Cottrell, Michelle A; Hill, Anne J; O'Leary, Shaun P; Raymer, Maree E; Russell, Trevor G

    2017-12-01

    The Neurosurgical & Orthopaedic Physiotherapy Screening Clinic and Multidisciplinary Service (N/OPSC&MDS) originated as a complementary, non-surgical pathway for patients referred to public neurosurgical and orthopaedic specialist services. Patient access to the N/OPSC&MDS could potentially be improved with the implementation of telerehabilitation as an additional method of service delivery. To evaluate service provider's views on (1) current barriers to patients' accessing N/OPSC & MD services, and (2) the implementation of telerehabilitation within the N/OPSC&MDS. Qualitative descriptive study design. Healthcare providers (n = 26) were recruited from six N/OPSC&MD services located throughout Queensland, Australia. Semi-structured interviews were conducted to explore service providers' views with respect to existing barriers to patients accessing the N/OPSC&MDS, and if telerehabilitation could be feasibly adopted to address current barriers. Template analysis resulted in six themes: (1) barriers to some patients' accessing current N/OPSC&MD services are complex & multifaceted; (2) telerehabilitation could improve patient access to appropriate management for their musculoskeletal condition; (3) telerehabilitation may have limitations when compared to face-to-face healthcare; (4) the delivery of telerehabilitation needs to be flexible; (5) perceived barriers, and (6) facilitators to the successful implementation of telerehabilitation within the N/OPSC&MDS. This study represents a critical step in determining the readiness of service providers for the implementation of telerehabilitation within the N/OPSC&MDS. Although cautious, service providers are overall accepting of the implementation of telerehabilitation, acknowledging that it could eliminate several current barriers, subsequently achieving more equitable access to the service. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

  3. Using a didactic model to improve patient observation skills in neonatal intensive care nurse trainees - a pilot study.

    Science.gov (United States)

    Solberg, Marianne Trygg; Tandberg, Bente Silnes; Lerdal, Anners

    2012-08-01

    To implement a didactic model for students specialising in intensive care nursing (n=12) and nurses working in neonatal intensive care units (NICU) (n=17). To evaluate nurse self-assessments following observation of children with congenital heart disease (CHD), before and after participation in the programme, as well as the usefulness of the programme. A pilot study with a pre- and post-test design, using self-administered questionnaires. The didactic model increased the number of clinical observations and assessments of physiological factors made by both students and NICU nurses during evaluation of children with suspected CHD. The majority of nurses reported that both participation in the programme and the didactic model were useful and they demonstrated high-level knowledge, according to Bloom's taxonomy for cognitive learning. In particular, subjects found that the literature provided and structured bedside guidance in the clinical setting assisted learning. Intensive care students and NICU nurses performed clinical observations and physical factor assessments more frequently after completing the programme, compared with baseline. We speculate that this didactic model may also be useful in other clinical settings. Copyright © 2011 Elsevier Ltd. All rights reserved.

  4. Didactic communication in the training of specialists in aerospace engineering

    Directory of Open Access Journals (Sweden)

    Arpentieva Mariam

    2018-01-01

    Full Text Available The article is devoted to the study of the problems of didactic communication in the training of engineering personnel for the aerospace industry and to the study of the problems of the communication of subjects concerning the training and education of highly qualified engineering personnel for the aerospace industry. In the training of engineering personnel for the aerospace industry the integrated model of didactic communication involves the identification and description of its various components, typical modes of interaction (modes that reflect different aspects of the person's understanding of the world around him and himself in the process of different types of education and upbringing. Didactic communication in the process of training engineering personnel for the aerospace industry is a multi-level, multi-stage and multi-component phenomenon. The modes, possibilities and limitations of this communication are related to the level and direction of personal, interpersonal and professional development of interaction subjects. The productivity of preparing engineering personnel for the aerospace industry is related to the choice of a model of didactic communication, which is addressed in different ways to the development of cognitive, value-semantic and meta-cognitive structures that form one or another type of education and upbringing.

  5. Controlling the Didactic Relation: A Case in Process Engineering Education

    Science.gov (United States)

    Jaako, Juha

    2014-01-01

    A case study was conducted during 1994-2013 on several groups of process engineering students to see what was needed to transform a single course from a teacher-centred to a student-centred learning environment (SCLE). Development work was done incrementally, using Herbart's didactic triangle as a theoretical framework. The effects of the…

  6. The mistake to mistake learning theory for didactics

    DEFF Research Database (Denmark)

    Qvortrup, Ane; Keiding, Tina Bering

    2016-01-01

    a simple replacement of one word with another without significance of the meaning. On the contrary, it deprives us a systematic framework for reflection on teaching, at the risk of becoming blind for the many didactic decisions that we make whenever we try to design “learning environments” and “learning...

  7. Didactical And Ethics Demands For Automated Pedagogical Diagnostics.

    Directory of Open Access Journals (Sweden)

    O. Kolgatin

    2009-06-01

    Full Text Available Didactical demands for pedagogical diagnostics and its realisation specific characters under conditions of active using of ICT in instruction process of universities are analysed. The ethics questions of pedagogical diagnostics are considered. Ethic aspects, connected with using of the automated pedagogical diagnostic systems, are underlined.

  8. Didactic counter unit with Geiger-Muller tubes

    International Nuclear Information System (INIS)

    Campos, A.

    1981-01-01

    At this paper a prototype of these instruments is search for a didactic application. A block diagram to instrument, well as an operation process of it, is developed. A description of each one blocks, mentioning the characteristics, advantages and, to compare some possible solutions, is also presented. (author)

  9. Sustained change in didactic skills - does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants’ teaching skills. Our aim was to study participants’ didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants’ personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants’ teaching activities. PMID:24062817

  10. Sustained change in didactic skills--does teacher training last?

    Science.gov (United States)

    Kuhnigk, Olaf; Schreiner, Julia; Harendza, Sigrid

    2013-01-01

    Teacher training programmes are necessary assets in faculty development. Few data exist on their long-term effects on participants' teaching skills. Our aim was to study participants' didactic competencies up to four years after attending a newly established faculty development workshop at Hamburg Medical School. Of the 322 participants who attended our teacher training between 2006 and 2009, 313 received a self-assessment and evaluation questionnaire in 2010. This follow-up self-assessment (t2) was compared with their self-assessment of the same didactic competencies before (t0) and directly after (t1) the training. Correlations between participants' personal reasons to attend the workshop and their assessment of didactic competencies were investigated. Self-assessment was significantly higher at the time of follow-up (t2) for all cohorts compared to the assessment before the workshop (t0). Personal reasons for participation differed greatly between voluntary and mandatory. However, self-assessment of the didactic competencies (t2) was not different between these groups. Participants involved in objective structured clinical examinations (OSCE) rated their competency in this field higher than participants without OSCE involvement. In conclusion, teacher training can be effective in the long run even when participation is mandatory. Competencies seem to be retained best when the content of the training fits participants' teaching activities.

  11. Perceptions of Helpfulness of Teachers in Didactic Courses

    Science.gov (United States)

    Moate, Randall M.; Cox, Jane A.; Brown, Steven R.; West, Erin M.

    2017-01-01

    Thirty-five novice counselors completed a Q sort that assessed their perceptions of what was most helpful about teachers of didactic classes in their master's degree program. Participants perceived teachers who used a contextual teaching pedagogy and had an authentic, empathic, and compassionate way of being as helpful to their learning.

  12. Didactic Competencies among Teaching Staff of Universities in Kenya

    Science.gov (United States)

    Karimi, Florah Katanu

    2014-01-01

    The aim of this study was to establish the levels and types of didactic competencies that exist among teaching staff in universities in Kenya, giving recognition to curriculum development, pedagogical attributes and quality assurance competencies. The study was carried out in two phases among two samples of the teaching staff population. The first…

  13. Character Formation: A Forgotten Theme of Comenius's "Didactics"

    Science.gov (United States)

    Habl, Jan

    2011-01-01

    The goal of this brief study is to present Comenius's notion of character formation as it is outlined primarily in his didactic writings, and to show its relevance for contemporary practice in relation to moral education. The Czech Jan Amos Comenius was a 17th-century Brethren bishop, philosopher, and educator who is celebrated especially for his…

  14. Psychology and Didactics of Mathematics in France--An Overview.

    Science.gov (United States)

    Vergnaud, Gerard

    1983-01-01

    Examples are given of the variety of mathematical concepts and problems being studied by psychologically oriented researchers in France. Work on decimals, circles, natural numbers, decimal and real numbers, and didactic transposition are included. Comments on designing research on mathematics concept formation conclude the article. (MNS)

  15. GRAPHIC REALIZATION FOUNDATIONS OF LOGIC-SEMANTIC MODELING IN DIDACTICS

    Directory of Open Access Journals (Sweden)

    V. E. Steinberg

    2017-01-01

    Full Text Available Introduction. Nowadays, there are not a lot of works devoted to a graphic method of logic-semantic modeling of knowledge. Meanwhile, an interest towards this method increases due to the fact of essential increase of the content of visual component in information and educational sources. The present publication is the authors’ contribution into the solution of the problem of search of new forms and means convenient for visual and logic perception of a training material, its assimilation, operating by elements of knowledge and their transformations.The aim of the research is to justify graphical implementation of the method of logic-semantic modeling of knowledge, presented by a natural language (training language and to show the possibilities of application of figurative and conceptual models in student teaching.Methodology and research methods. The research methodology is based on the specified activity-regulatory, system-multi-dimensional and structural-invariant approach and the principle of multidimensionality. The methodology the graphic realization of the logic-semantic models in learning technologies is based on didactic design using computer training programs.Results and scientific novelty. Social and anthropological-cultural adaptation bases of the method of logical-semantic knowledge modeling to the problems of didactics are established and reasoned: coordinate-invariant matrix structure is presented as the basis of logical-semantic models of figurative and conceptual nature; the possibilities of using such models as multifunctional didactic regulators – support schemes, navigation in the content of the educational material, educational activities carried out by navigators, etc., are shown. The characteristics of new teaching tools as objects of semiotics and didactic of regulators are considered; their place and role in the structure of the external and internal training curricula learning activities are pointed out

  16. Didactic Friction--Challenges and Reflections on Interlinking PBL and Discipline-Specific Tuition Practices

    Science.gov (United States)

    Bejder, Anne Kirkegaard; Larsen, Gunvor Riber; Wind, Simon

    2017-01-01

    This is a discussion paper based on didactic reflections of three junior academics at the Architecture and Urban Design (A&UD) programme at Aalborg University. The discussion unfolds "didactic friction", where principles of PBL come into contact with architectural didactics, causing challenging teaching situations. This discussion of…

  17. Evaluation of a Didactic Method for the Active Learning of Greedy Algorithms

    Science.gov (United States)

    Esteban-Sánchez, Natalia; Pizarro, Celeste; Velázquez-Iturbide, J. Ángel

    2014-01-01

    An evaluation of the educational effectiveness of a didactic method for the active learning of greedy algorithms is presented. The didactic method sets students structured-inquiry challenges to be addressed with a specific experimental method, supported by the interactive system GreedEx. This didactic method has been refined over several years of…

  18. A Didactic Sequence of Elementary Geometric Optics Informed by History and Philosophy of Science

    Science.gov (United States)

    Maurício, Paulo; Valente, Bianor; Chagas, Isabel

    2017-01-01

    The concepts and instruments required for the teaching and learning of geometric optics are introduced in the didactic process without a proper didactic transposition. This claim is secured by the ample evidence of both wide- and deep-rooted alternative concepts on the topic. Didactic transposition is a theory that comes from a reflection on the…

  19. The MiniPET: a didactic PET system

    International Nuclear Information System (INIS)

    Pedro, R; Silva, J; Maio, A; Gurriana, L; Silva, J M; Augusto, J Soares

    2013-01-01

    The MiniPET project aims to design and build a small PET system. It consists of two 4 × 4 matrices of 16 LYSO scintillator crystals and two PMTs with 16 channels resulting in a low cost system with the essential functionality of a clinical PET instrument. It is designed to illustrate the physics of the PET technique and to provide a didactic platform for the training of students and nuclear imaging professionals as well as for scientific outreach. The PET modules can be configured to test for the coincidence of 511 keV gamma rays. The model has a flexible mechanical setup [1] and can simulate 14 diferent ring geometries, from a configuration with as few as 18 detectors per ring (ring radius φ=51 mm), up to a geometry with 70 detectors per ring (φ=200 mm). A second version of the electronic system [2] allowed measurement and recording of the energy deposited in 4 detector channels by photons from a 137 Cs radioactive source and by photons resulting of the annihilation of positrons from a 22 Na radioactive source. These energy spectra are used for detector performance studies, as well as angular dependency studies. In this paper, the mechanical setup, the front-end high-speed analog electronics, the digital acquisition and control electronics implemented in a FPGA, as well as the data-transfer interface between the FPGA board and a host PC are described. Recent preliminary results obtained with the 4 active channels in the prototype are also presented.

  20. EFFECT OF AN ADDITIONAL HYDROPHILIC VERSUS HYDROPHOBIC COAT ON THE QUALITY OF DENTINAL SEALING PROVIDED BY TWO-STEP ETCH-AND-RINSE ADHESIVES

    Science.gov (United States)

    Silva, Safira Marques de Andrade; Carrilho, Marcela Rocha de Oliveira; Marquezini, Luiz; Garcia, Fernanda Cristina Pimentel; Manso, Adriana Pigozzo; Alves, Marcelo Corrêa; de Carvalho, Ricardo Marins

    2009-01-01

    Objective: To test the hypothesis that the quality of the dentinal sealing provided by two-step etch-and-rinse adhesives cannot be altered by the addition of an extra layer of the respective adhesive or the application of a more hydrophobic, non-solvated resin. Material and Methods: full-crown preparations were acid-etched with phosphoric acid for 15 s and bonded with Adper Single Bond (3M ESPE), Excite DSC (Ivoclar/Vivadent) or Prime & Bond NT (Dentsply). The adhesives were used according to the manufacturers' instructions (control groups) or after application to dentin they were a) covered with an extra coat of each respective system or b) coated with a non-solvated bonding agent (Adper Scotchbond Multi-Purpose Adhesive, 3M ESPE). Fluid flow rate was measured before and after dentin surfaces were acid-etched and bonded with adhesives. Results: None of the adhesives or experimental treatments was capable to block completely the fluid transudation across the treated dentin. Application of an extra coat of the adhesive did not reduce the fluid flow rate of adhesive-bonded dentin (p>0.05). Conversely, the application of a more hydrophobic non-solvated resin resulted in significant reductions in the fluid flow rate (padhesives. Conclusions: The quality of the dentinal sealing provided by etch-and-rinse adhesives can be significantly improved by the application of a more hydrophobic, non-solvated bonding agent. PMID:19466248

  1. Comparison of High-Fidelity Simulation Versus Didactic Instruction as a Reinforcement Intervention in a Comprehensive Curriculum for Radiology Trainees in Learning Contrast Reaction Management: Does It Matter How We Refresh?

    Science.gov (United States)

    Picard, Melissa; Curry, Nancy; Collins, Heather; Soma, LaShonda; Hill, Jeanne

    2015-10-01

    Simulation-based training has been shown to be a useful adjunct to standard didactic lecture in teaching residents appropriate management of adverse contrast reactions. In addition, it has been suggested that a biannual refresher is needed; however, the type of refresher education has not been assessed. This was a prospective study involving 31 radiology residents across all years in a university program. All residents underwent standard didactic lecture followed by high-fidelity simulation-based training. At approximately 6 months, residents were randomized into a didactic versus simulation group for a refresher. At approximately 9 months, all residents returned to the simulation center for performance testing. Knowledge and confidence assessments were obtained from all participants before and after each phase. Performance testing was obtained at each simulation session and scored based on predefined critical actions. There was significant improvement in knowledge (P didactic and simulation-based training. There was no statistical difference between the simulation and didactic groups in knowledge or confidence at any phase of the study. There was no significant difference in tested performance between the groups in either performance testing session. This study suggests that a curriculum consisting of an annual didactic lecture combined with simulation-based training followed by a didactic refresher at 6 months is an effective and efficient (both cost-effective and time-effective) method of educating radiology residents in the management of adverse contrast reactions. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

  2. Didactics of physics in the Czech Republic: Trends, challenges and perspectives

    Directory of Open Access Journals (Sweden)

    Danuše Nezvalová

    2011-06-01

    Full Text Available The goal of this paper is to determinate the concept didactics of physics and topoint out the changes in the approaches to didactics of physics from both the applicativeand integrative approach to the communicative and information-communicativeapproach. Didactics of physics is an interdisciplinary scientific discipline and thereforeits relation to general didactics and Shulman’s theory of pedagogical content knowledgeare studied. Attention is also paid to the research fields and on the perspectives of thenext development of didactics of physics.

  3. Low-dose gamma irradiation following hot water immersion of papaya (Carica papaya linn.) fruits provides additional control of postharvest fungal infection to extend shelf life

    International Nuclear Information System (INIS)

    Rashid, M.H.A.; Grout, B.W.W.; Continella, A.; Mahmud, T.M.M.

    2015-01-01

    Low-dose gamma irradiation (0.08 kGy over 10 min), a level significantly below that required to satisfy the majority of international quarantine regulations, has been employed to provide a significant reduction in visible fungal infection on papaya fruit surfaces. This is appropriate for local and national markets in producer countries where levels of commercial acceptability can be retained despite surface lesions due to fungal infection. Irradiation alone and in combination with hot-water immersion (50 °C for 10 min) has been applied to papaya (Carica papaya L.) fruits at both the mature green and 1/3 yellow stages of maturity. The incidence and severity of surface fungal infections, including anthracnose, were significantly reduced by the combined treatment compared to irradiation or hot water treatment alone, extending storage at 11 °C by 13 days and retaining commercial acceptability. The combined treatment had no significant, negative impact on ripening, with quality characteristics such as surface and internal colour change, firmness, soluble solids, acidity and vitamin C maintained at acceptable levels. - Highlights: • Storage of papaya extended to 28 days whilst retaining commercial quality. • Additive effect of low gamma irradiation (0.08 kGy over 10 min) and hot-water treatment. • Significant reduction in surface fungal lesions. • No significant impact on colour change or flesh quality during storage

  4. Ultrahigh sensitivity endoscopic camera using a new CMOS image sensor: providing with clear images under low illumination in addition to fluorescent images.

    Science.gov (United States)

    Aoki, Hisae; Yamashita, Hiromasa; Mori, Toshiyuki; Fukuyo, Tsuneo; Chiba, Toshio

    2014-11-01

    We developed a new ultrahigh-sensitive CMOS camera using a specific sensor that has a wide range of spectral sensitivity characteristics. The objective of this study is to present our updated endoscopic technology that has successfully integrated two innovative functions; ultrasensitive imaging as well as advanced fluorescent viewing. Two different experiments were conducted. One was carried out to evaluate the function of the ultrahigh-sensitive camera. The other was to test the availability of the newly developed sensor and its performance as a fluorescence endoscope. In both studies, the distance from the endoscopic tip to the target was varied and those endoscopic images in each setting were taken for further comparison. In the first experiment, the 3-CCD camera failed to display the clear images under low illumination, and the target was hardly seen. In contrast, the CMOS camera was able to display the targets regardless of the camera-target distance under low illumination. Under high illumination, imaging quality given by both cameras was quite alike. In the second experiment as a fluorescence endoscope, the CMOS camera was capable of clearly showing the fluorescent-activated organs. The ultrahigh sensitivity CMOS HD endoscopic camera is expected to provide us with clear images under low illumination in addition to the fluorescent images under high illumination in the field of laparoscopic surgery.

  5. Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia.

    Science.gov (United States)

    Afify, Ahmed R; Zawawi, Khalid H; Othman, Hisham I; Al-Dharrab, Ayman A

    2013-01-01

    The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students. Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics) were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately. There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects. In the present sample, didactic performance did not correlate well with the students' psychomotor performance.

  6. Teaching aseptic technique for central venous access under ultrasound guidance: a randomized trial comparing didactic training alone to didactic plus simulation-based training.

    Science.gov (United States)

    Latif, Rana K; Bautista, Alexander F; Memon, Saima B; Smith, Elizabeth A; Wang, Chenxi; Wadhwa, Anupama; Carter, Mary B; Akca, Ozan

    2012-03-01

    Our goal was to determine whether simulation combined with didactic training improves sterile technique during ultrasound (US)-guided central venous catheter (CVC) insertion compared with didactic training alone among novices. We hypothesized that novices who receive combined didactic and simulation-based training would perform similarly to experienced residents in aseptic technique, knowledge, and perception of comfort during US-guided CVC insertion on a simulator. Seventy-two subjects were enrolled in a randomized, controlled trial of an educational intervention. Fifty-four novices were randomized into either the didactic group or the simulation combined with didactic group. Both groups received didactic training but the simulation combined with didactic group also received simulation-based CVC insertion training. Both groups were tested by demonstrating US-guided CVC insertion on a simulator. Aseptic technique was scored on 8 steps as "yes/no" and also using a 7-point Likert scale with 7 being "excellent technique" by a rater blinded to subject randomization. After initial testing, the didactic group was offered simulation-based training and retesting. Both groups also took a pre- and posttraining test of knowledge and rated their comfort with US and CVC insertion pre- and posttraining on a 5-point Likert scale. Subsequently, 18 experienced residents also took the test of knowledge, rated their comfort level, and were scored while performing aseptic US-guided CVC insertion using a simulator. The simulation combined with didactic group achieved a 167% (95% confidence interval [CI] 133%-167%) incremental increase in yes/no scores and 115% (CI 112%-127%) incremental increase in Likert scale ratings on aseptic technique compared with novices in the didactic group. Compared with experienced residents, simulation combined with didactic trained novices achieved an increase in aseptic scores with a 33.3% (CI 16.7%-50%) increase in yes/no ratings and a 20% (CI 13

  7. Reforming vocational didactics by implementing a new VET teacher education

    DEFF Research Database (Denmark)

    Duch, Henriette; Andreasen, Karen Egedal

    2015-01-01

    from backgrounds with no tradition for education. Despite historical changes, the education as vocational college teacher also struggles with the interplay between theory and practice in the program and great diversity among vocational college teachers. Based on empirical data from focus group......A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students...... interviews with students from the Diploma of Vocational Pedagogy program and concepts developed by Bernstein and Bourdieu, the article analyzes how these aspects might affect the development of new vocational didactics. We know that it is not easy to change the culture of educational institutions...

  8. Teacher’s comprehensive training strategy for improving didactics performance

    Directory of Open Access Journals (Sweden)

    Pozas, W. J

    2014-07-01

    Full Text Available The paper describes a Teacher’s comprehensive training strategy for improving didactics performance, together with its theoretical foundations. The strategy is structured into several dimensions related to teachers’ development (lesson planning, continuing education and research. It is organized into two phases and seven stages intended to improve leadership in the teaching-learning process. The finding are the expression of a comprehensive approach to school organization at Services Polytechnic School “Horacio Cobiellas Domínguez” resulting in teachers’ academic and scientific development and a significant growth of the staff scientific potentials manifested in scientific forum enrolment. The resulting impact should lead to a general use of the proposed strategy in the Polytechnic school web. Key words: professional performance, pedagogic professional performance, didactic professional performance, teachers’ developmental strategy

  9. A Didactics (Didaktik) of Theory of Science in Higher Education

    DEFF Research Database (Denmark)

    Wiberg, Merete

    A Didactics (Didaktik) of Theory of Science in Higher Education - An investigation of Student’s understanding and application of theory of science and the idea of developing a didactics of theory of science as teaching in ontological complexity The paper is a work in progress and a preparation...... not come into play as a resource for the students’ understanding and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss...... and investigation of the topic they are dealing with. The idea of this research project is on the one hand to investigate how teaching in theory of science is conducted in various higher education contexts and on the other hand to discuss the role theory of science might have in students’ striving of understanding...

  10. Evaluation of didactic suitability indicators from curricular orientations

    Directory of Open Access Journals (Sweden)

    Pedro Arteaga

    2012-12-01

    Full Text Available Assessment of didactic suitability of mathematics teaching and learning processes requires suitable instruments to guide and support it. This paper presents a methodology for progressive improvement of such instruments to evaluate the suitability of mathematical instruction processes based on the analysis of curricular orientations. Analysis units are classifi ed according to the facets and components proposed by the Didactic Suitability Theory to identify norms and suitability indicators,which are compared with the system proposed by this theory, in order to point out agreements and complementarities. This methodology is exemplified through its application to the principles and standards of the National Council of Teachers of Mathematics (NCTM in the statistics content area at the level K-8.

  11. Learning Goals in Didactics and Education, Inclusion and Social Mobility

    DEFF Research Database (Denmark)

    Bruun, Mette; Braüner, Ninna

    2017-01-01

    Abstract NERA 2016 Learning Goals in Didactics and Education, Inclusion, Social Mobility Ninna V. Braüner, master in general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, master in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. In Denmark the Inclusion Act was passed in 2012 and a new school act in 2014. Several pupils with special needs are included in the school...... pupils. Even the social mobility will increase. In our project we want to discuss the hypothesis mentioned above. Which advantages and disadvantages have effective learning goals of inclusion? How can practice be developed within these frames? Teachers, educators, directors of education etc. find...

  12. Inclusion, Learning Goals in Didactics and Education - Effects and Findings

    DEFF Research Database (Denmark)

    Bruun, Mette; Braüner, Ninna

    Abstract NERA 2017 Inclusion, Learning Goals in Didactics and Education – Effects and Findings Ninna V. Braüner, M.Ed general pedagogy, University College Sjælland, nvb@ucsj.dk Mette Bruun, M.Ed.in general pedagogy, University College Sjælland, meb@ucsj.dk During the last 5-10 years teaching...... with centralized learning goals in didactics and education together with inclusion of children with special needs have been focus areas both nationally and internationally. Educators, directors of education etc. find inspiration in works by John Hattie and James Nottingham and visit schools in Ontario. Many Danish...... learning goals have of inclusion? How can practice be developed within these frames? We have both observed how students in complicated learning situations participate in education without learning goals and how the same students participate when the teacher has planned the education with learning goals. We...

  13. The role of subject-matter analysis in science didactics

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    Cultural-historical theory is primarily a psychological theory about and human action and development within meaningful contexts. As a psychologically-oriented theory, it can be relevant to science education research, even if it was not been developed or elaborated specifically in relation...... to problems within science education. STEM education research can be reduced (roughly) to four major problem areas: curriculum, empirical evaluation of existing practices and conditions, didactics, and professional development, where each of these categories can be concretised further according to grade...... paper is primarily on the didactics category, and slightly on the professional development category. The purpose of this paper is to outline three significant points that have been developed within the cultural-historical tradition that have consequences for these two categories: (a) the relation...

  14. Different Points of View Concerning the Didactic Transposition

    Directory of Open Access Journals (Sweden)

    Késia Caroline Ramires Neves

    2011-10-01

    Full Text Available The present article treats the concept of Didactic Transposition, taking as reference the work of Yves Chevallard, La transposición didáctica: del saber sabio al saber enseñado (2005. We compared the adduction of the concept in several works, such as thesis, dissertations and articles, and discussed the multiple impressions concerning the process of didactic transposition. These papers show that the conceptualizations are not well defined, entailing dubiousness and discussions. Some differences accrue from different areas of science, distinct of mathematics, others are inherent on the original ideas in Chevallard (2005, paper that served as bibliographical reference for the majority of the studied works.

  15. Update on Didactic and Clinical Education in Fluency Disorders: 2013-2014.

    Science.gov (United States)

    Scott Yaruss, J; Lee, Jieun; Kikani, Kaya B; Leslie, Paula; Herring, Caryn; Ramachandar, Sujini; Tichenor, Seth; Quesal, Robert W; McNeil, Malcolm R

    2017-02-01

    This study surveyed didactic and clinical education in fluency disorders at undergraduate and graduate institutions in the United States that provide education in speech-language pathology to determine whether a previously observed reduction in requirements has continued since prior surveys (Yaruss, 1999; Yaruss & Quesal, 2002). The study involved a detailed questionnaire that was sent to 282 communication science and disorders departments. Questions examined didactic and clinical education, as well as faculty knowledge about fluency disorders. Comparisons with prior surveys revealed several findings, including (a) on average, programs have increased academic coursework and incorporated more practical sessions and competency-based testing in the classroom; (b) the number of faculty who possess extensive clinical experience with fluency disorders has decreased; and (c) although an increase in clinical requirements in fluency disorders was detected, the number of programs providing minimal education about fluency disorders remains high. Given an expanding scope of practice, many programs have continued to try to provide adequate education about fluency disorders. Still, direct clinical experiences are limited, and faculty expertise in this area has continued to decrease. To raise students' confidence and competence in fluency disorders, efforts beyond graduate work-or systemic changes in the profession-may be necessary.

  16. Didactical formulation of the Ampère law

    International Nuclear Information System (INIS)

    Barchiesi, Dominique

    2014-01-01

    The Ampère law is useful to calculate the magnetostatic field in the cases of distributions of current with high degree of symmetry. Nevertheless the magnetic field produced by a thin straight wire carrying a current I requires the Biot–Savart law and the use of the Ampère law leads to a mistake. A didactical formulation of the Ampère law is proposed to prevent misinterpretations. (letters and comments)

  17. Design and reliability of a didactic inphographic rubric assessment

    OpenAIRE

    Guzmán-cedillo, Yunuen Ixchel

    2017-01-01

    The objective of this study is to describe design, validity process and reliability of a rubric assessment to evaluate didactic infographics quality. Participants were fifteen judges who participate in different moments of elaboration rubric process; it was made in three process phases: design, settings and reliability determination. Content validity was obtained by percentage agreement between 3 judges by component of the rubric; likewise a Krippendorff’s alpha were applied (a = .710) in pi...

  18. EDUCATIONAL OPPORTUNITIES OF COLLAGE AS A DIDACTIC MEANS: INTERDISCIPLINARY APPROACH

    Directory of Open Access Journals (Sweden)

    I. B. Ryzhkina

    2014-01-01

    Full Text Available The research aim is to examine the functions and educational opportunities of collage as a didactic means.The methodology and methods involve the multilateral theoretical data analysis and generalization; activity approach to pupils’ perception analysis; communicative approach to finding the interrelation between the perception and speech act; lingua-cultural approach to collage consideration as a sign, information vehicle and communication subject; and developmental teaching approach.The author undertakes the cross-disciplinary analysis, including the scientific works on philosophy, psychology, semiotics and culture studies, and proves the collage adequacy to the cognitive specificity of modern pupils’perception and foreign-language teaching. The concept of collage is specified, its semiotic characteristics and unique features as a didactic means discussed.The research novelty involves developing a new frame of reference to collage as a didactic tool and cultural phenomenon with educational and developmental opportunities.The research findings, including the methodology basis for content structuring and selecting a collage type, can be used for educational problem solving.

  19. Left or right? Teachers, political options and history didactics.

    Directory of Open Access Journals (Sweden)

    Caroline Pacievitch

    2017-01-01

    Full Text Available In this text we discuss the political options of history teachers and its consequences to teaching. We ask if there are relations between political options and didactical choices of the history teacher. The data were obtained from the project “Youth and History in MERCOSUR”, that uses a questionnaire which was responded by a sample of 288 history teacher of Brazil, Argentina, Uruguay, Chile and Paraguay. A descriptive and inferential statics treatment was given to the answers, with special attention to political options of the teachers, and crossing general information with stances about didactical aspects.  Norberto Bobbio’s notion about left and right was used. It was noted that the teachers, regardless of political opinion, defend the history teaching importance and care about their own political participation. There are subtle differences about the  teaching objectives evaluation and about professional difficulties among teachers, that also interpret sensitive historical themes coherently to their political stances. These findings invite to think more about the role of those professors who performs history teachers training, as to reinforce the importance of connecting politics and didactics in the making of teaching responsibility.

  20. Didactic models in the discourse of science teachers

    Directory of Open Access Journals (Sweden)

    Gislene Margaret Avelar Guimarães

    2006-12-01

    Full Text Available This paper presents the results of research carried out among Science Teachers at Municipal Schools in Goiânia, State of Goiás. In 2000, questionnaires were sent out to all the teachers, of whom 56 (43% replied. Through an analysis of these questionnaires, an identification of the didactic models underlying their ideas on teaching/learning was made in the hope of delineating the profile of municipal science teaching which has been going through a process of curriculum re-structuring at primary school level, since 1998, with the implementation of formation cycles. Results show that teachers are going through a period of conception change which is probably a result of the experience of living through this process of curriculum restructuring. The profile is characterized as an eclectic didactic model, combining shades of different models identified in the literature: traditional, technological, spontaneous-activist and school research models; however, closer to the spontaneous model. The inclusion of certain presuppositions from other didactic models could further indicate a period of evolution in the professional development of Science teachers, which may constitute a significant space for reflection on the aims of education and on day-by-day classroom practices.

  1. What Are You Measuring? Dimensionality and Reliability Analysis of Ability and Speed in Medical School Didactic Examinations.

    Science.gov (United States)

    Thompson, James J

    2016-01-01

    Summative didactic evaluation often involves multiple choice questions which are then aggregated into exam scores, course scores, and cumulative grade point averages. To be valid, each of these levels should have some relationship to the topic tested (dimensionality) and be sufficiently reproducible between persons (reliability) to justify student ranking. Evaluation of dimensionality is difficult and is complicated by the classic observation that didactic performance involves a generalized component (g) in addition to subtest specific factors. In this work, 183 students were analyzed over two academic years in 13 courses with 44 exams and 3352 questions for both accuracy and speed. Reliability at all levels was good (>0.95). Assessed by bifactor analysis, g effects dominated most levels resulting in essential unidimensionality. Effect sizes on predicted accuracy and speed due to nesting in exams and courses was small. There was little relationship between person ability and person speed. Thus, the hierarchical grading system appears warrented because of its g-dependence.

  2. Can Didactics Say How to Teach? The Beginning of a Dialogue between the Anthropological Theory of the Didactic and Other Approaches

    Science.gov (United States)

    Gascón, Josep; Nicolás, Pedro

    2017-01-01

    Value judgments, prescriptions and proscriptions concerning instructional proposals seem to be very frequent in works in Didactics (papers, communications,…). In this paper we tackle the question of whether claims of this kind are legitimate. In few words, we wonder whether didactics can say how to teach. For that, we analyse and compare the…

  3. Curriculum renewal: Alignment of introductory pharmacy practice experiences with didactic course content.

    Science.gov (United States)

    Nuffer, Wesley; Botts, Sheila; Franson, Kari; Gilliam, Eric; Knutsen, Randy; Nuffer, Monika; O'Brien, Elizabeth; Saseen, Joseph; Thompson, Megan; Vande Griend, Joseph; Willis, Robert

    2017-11-01

    The University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) used the opportunity of curriculum renewal to integrate knowledge and skills learned from didactic courses into the introductory pharmacy practice experiences (IPPEs) occurring simultaneously. This paper describes and evaluates the meaningful application of course content into IPPEs, and evaluates the success using qualitative feedback. Students entering the renewed curriculum starting in fall 2012 were provided a list of pharmacy skills and activities from didactic course directors that reinforced course content for that semester. The skills and activities were to be completed during the students' IPPE visits in the community or health systems settings, depending on the program year and semester. Students successfully completed course assignments during their IPPE course program. Not all activities could be completed as designed, and many required modification, including simulated experiences. Feedback from faculty and preceptor members of the school's experiential education committee demonstrated that these activities were valuable and improved learning of course material, but were challenging to implement. A renewed curriculum that mapped course assignments for completion in experiential settings was successfully established, after some modifications. The program was modified at regular intervals to improve the ability of preceptors to complete these activities in their individual practice environment. A balance between the school providing guidance on what activities students should perform and allowing unstructured independent learning with the preceptor is needed for an optimal experience. Copyright © 2017 Elsevier Inc. All rights reserved.

  4. Subject Orientation of Teaching and Academic Subjects in the Context of Different Didactic Approaches

    Directory of Open Access Journals (Sweden)

    I. M. Osmolovskaya

    2012-01-01

    Full Text Available The paper is devoted to the research findings concerning the didactic characteristics and means of subject-oriented teaching. The research question includes the content of the general secondary education regarded as the design object. The process of selecting and structuring materials is reviewed from the theoretical standpoint, and the attempt is made to identify the ways of selecting materials for students’ learning from the social experience reflected in culture. The author introduces the concept of subject-orientation as a tool providing pedagogic adaptation of social experience in the process of teaching content development. Subject-oriented teaching is defined in the context of traditional knowledge, as well as the competence and student-oriented didac- tic approaches; the forms and means of its realization being indicated providing the new ways for introducing and understanding the educational subject. The research results can be used by the specialists in didactic, curricula developers, authors of textbooks in various subjects. 

  5. Epistemological and didactic valuation of professional competencies

    Directory of Open Access Journals (Sweden)

    Mario Jacinto Abambari Arévalo

    2015-01-01

    Full Text Available The introduction of competency-based approach is not only a new expression of learning outcomes, but also for its epistemological and pedagogical implications leading to a transformation of the educational process and its evaluation. Today, this is an extremely controversial topic due to divorce between university curricula recognized competency, its realization in the teaching-learning process and how evaluated is practiced. It is therefore of utmost importance to achieve a thematic approach about the topic, for the reason that, while theorizing from process competences development is not new, it is so from the perspective of the considerations about how to evaluate performances and evidences. The results of this study contributed to provide a strategy to fulfill this purpose. Keywords: competence development, competence assessment, professional problem solving

  6. Limits on normal cochlear 'third' windows provided by previous investigations of additional sound paths into and out of the cat inner ear.

    Science.gov (United States)

    Rosowski, John J; Bowers, Peter; Nakajima, Hideko H

    2018-03-01

    While most models of cochlear function assume the presence of only two windows into the mammalian cochlea (the oval and round windows), a position that is generally supported by several lines of data, there is evidence for additional sound paths into and out of the inner ear in normal mammals. In this report we review the existing evidence for and against the 'two-window' hypothesis. We then determine how existing data and inner-ear anatomy restrict transmission of sound through these additional sound pathways in cat by utilizing a well-tested model of the cat inner ear, together with anatomical descriptions of the cat cochlear and vestibular aqueducts (potential additional windows to the cochlea). We conclude: (1) The existing data place limits on the size of the cochlear and vestibular aqueducts in cat and are consistent with small volume-velocities through these ducts during ossicular stimulation of the cochlea, (2) the predicted volume velocities produced by aqueducts with diameters half the size of the bony diameters match the functional data within ±10 dB, and (3) these additional volume velocity paths contribute to the inner ear's response to non-acoustic stimulation and conductive pathology. Copyright © 2017 Elsevier B.V. All rights reserved.

  7. Developing computer-based training programs for basic mammalian histology: Didactic versus discovery-based design

    Science.gov (United States)

    Fabian, Henry Joel

    Educators have long tried to understand what stimulates students to learn. The Swiss psychologist and zoologist, Jean Claude Piaget, suggested that students are stimulated to learn when they attempt to resolve confusion. He reasoned that students try to explain the world with the knowledge they have acquired in life. When they find their own explanations to be inadequate to explain phenomena, students find themselves in a temporary state of confusion. This prompts students to seek more plausible explanations. At this point, students are primed for learning (Piaget 1964). The Piagetian approach described above is called learning by discovery. To promote discovery learning, a teacher must first allow the student to recognize his misconception and then provide a plausible explanation to replace that misconception (Chinn and Brewer 1993). One application of this method is found in the various learning cycles, which have been demonstrated to be effective means for teaching science (Renner and Lawson 1973, Lawson 1986, Marek and Methven 1991, and Glasson & Lalik 1993). In contrast to the learning cycle, tutorial computer programs are generally not designed to correct student misconceptions, but rather follow a passive, didactic method of teaching. In the didactic or expositional method, the student is told about a phenomenon, but is neither encouraged to explore it, nor explain it in his own terms (Schneider and Renner 1980).

  8. A didactical structural model – linking analysis of teaching and analysis of educational media

    DEFF Research Database (Denmark)

    Graf, Stefan Ting

    1. Gap between general didactics and textbook/media research There seems to be a gap between general didactics (theory of teaching) and research in textbooks or educational media in general at least in the Nordic and German speaking countries. General didactic and their models seem to underestimate...... related questions (e.g. readability) without establishing a link to what is useful for the teacher’s tasks both on the level of preparation, practice and reflection, i.e. without an explicit theory of teaching. 2. Media in general didactics I will discuss the status of media in some current models...... of reflection in general didactics (Hiim/Hippe, Meyer, Klafki) and present a reconstruction of a didactical model of structure (Strukturmodel), whose counterstones are ‘intentional content’, ‘media/expression’ and ‘teaching method/activity’. The inclusion of media/expression in the model resumes a seemingly...

  9. THE TERMINOLOGICAL FIELD OF THE CONCEPT OF "ABSOLUTE DIDACTICS" IN THE SYSTEM OF INCLUSIVE HIGHER EDUCATION

    Directory of Open Access Journals (Sweden)

    V. A. Kudryavtsev

    2017-01-01

    Full Text Available The article is devoted the problem of modeling a system of inclusive higher education, where a critical component is the compliance with roll-in didactics, the appeal to which has a scientific and practical sense. Innovation and debatable concept of "barrier-free didactics" determined the content of scientific discourse and terminology of the description field. Lexical and semantic range of roll-in of didactics is based on the detail of the concepts "didactics", "didactics of higher education", "educational barriers". As examples, the article proposes a number of terminological concepts of "students with disabilities" and "disability education" received during the use of technology "Cinquain" when working with teachers. The proposed working definition of the key concepts of the article, the updated objectives and principles of barrier-free didactics as a source of provisions for the implementation in the system of inclusive higher education

  10. Human Body Representations in Didactic Books of Science

    Directory of Open Access Journals (Sweden)

    Emerson de Lima Soares

    2018-01-01

    Full Text Available Several authors have pointed out that Didactic Book still plays an important role in the teaching and learning process, and is often the main, and the only educational resource available to teachers. In this way, we will analyze human body representations in Didactic Books of science adopted by a municipal public school in the city of Uruguaiana/RS. In the context of writing, we understand that body's perceptions permeate a historical and cultural construction, constituted from the relationships lived by the subjects in society. This study is a qualitative research, based on the content analysis of Bardin, in which we seek to identify human body representations in the messages, characteristics, structures, contents, and figures present in books. For this, we set up an analytical matrix with guiding questions related to the approach of the body, showed in didactic books. The results demonstrate that the contents follow the same pattern, that is, a body divided into parts like a human body just formed by limbs, organs, and tissues. They present a detailed division of content, from the cellular organization, concepts, structures, and the images are presented in a fragmented way, always following normative standards. We found these books dedicate spaces to analyze and discuss the biosocial body, in a well-elaborated way, contemplating different visions, such as sexuality beyond human reproduction. We believe that these issues should be part of the Political Education Projects (PPPs of schools and the educational system as a whole because in this way more projects will be carried out contemplating the issue. However, it is still up to the teacher to take this approach, and if such issues are not addressed in the LD, he should keep in mind that if we are thinking beings, our body is much more than organic components, and so seek means to carry out this approach.

  11. The planetarium: A didactic resource to the teaching of astronomy

    Science.gov (United States)

    Marques Barrio, Juan Bernardino

    Even though the advances are sharp in the processes of educational research in some areas of the natural sciences, is not possible to declare the same in the case of the Astronomy, where there is a huge hollow. Therefore, the necessity of innovative research in the teaching and learning of Astronomy is really large because is one of the main ways to break the ignorance barrier. Taking into consideration the fact that the heuristic, communicative and educational values in the use of the history of the Astronomy and its interaction with other areas supply an interesting dynamic view to the teaching effort, that is possible to take advantage of that to become aware of the existence of previous ideas and its possible study, in the first moment of the paper we present a panoramic view of the Astronomy around the world: creational myths, interaction with the culture, etc. Since reflect in a critical way about the educational activity is not only consider our practical activity fruit of the exposure of theories, but also consider the theory as a result of our practices, we have chosen the investigation-action as the methodology to be applied on the lessons. Then, we could verify, with the bibliographic review about the didactic processes used to transmit the astronomical knowledge, the arguable existing theoretical framework and the reasearches about teaching and learning of Astronomy, the scarce research and the need of innovate in this field. On the other hand, the process of investigation-action developed, using the Planetarium as a didactic resource in the teaching process, at the same time allow us to state that the Planetarium cover the three basic functions of a didactic middle---bearer of contents, to motivate and to structure---and also declare, in opposition to the view of some authors, that this middle should be, and in fact it is, a big allied to reach the conceptual contents and not only the attitudinal and contents related to the procedure.

  12. Promoting Student-Centered Learning Using iPads in a Grade 1 Classroom: Using the Digital Didactic Framework to Deconstruct Instruction

    Science.gov (United States)

    Woloshyn, Vera Ella; Bajovic, Mira; Worden, Melissa Maney

    2017-01-01

    In this qualitative case study, we provide a series of vignettes illustrating a Grade 1 teacher's experiences integrating iPad technology into her instruction over a school year. We use the digital didactic model to deconstruct these vignettes and draw upon the teacher's reflections to gain further insights about her instructional experiences…

  13. Pomegranate extract and exercise provide additive benefits on improvement of immune function by inhibiting inflammation and oxidative stress in high-fat-diet-induced obesity in rats.

    Science.gov (United States)

    Zhao, Fei; Pang, Wentao; Zhang, Ziyi; Zhao, Jialong; Wang, Xin; Liu, Ye; Wang, Xun; Feng, Zhihui; Zhang, Yong; Sun, Wenyan; Liu, Jiankang

    2016-06-01

    Obesity is reported to be associated with immune dysfunction and a state of low-grade, chronic inflammation. Either pomegranate extract (PomE) or exercise (Ex) has been shown to have antiobesity, anti-inflammatory and antioxidant effects. Nevertheless, no study has addressed the additive benefits of PomE and Ex on the restoration of obesity-induced immune defects. The present work aims to study the effect of PomE and Ex as a combined intervention on immune function and the underlying mechanism involved in inflammation and oxidative stress in rats with high-fat-diet (HFD)-induced obesity. Our results demonstrate that the combination of PomE and Ex showed additive benefits on inhibition of HFD-induced body weight increase and improvement of HFD-induced immune dysfunction, including (a) attenuating the abnormality of histomorphology of the spleen, (b) increasing the ratio of the CD4+:CD8+ T cell subpopulations in splenocytes and peripheral blood mononuclear cells (PBMC), (c) inhibition of apoptosis in splenocytes and PBMC, (d) normalizing peritoneal macrophage phenotypes and (e) restoring immunomodulating factors in serum. We also find that immune dysfunction in HFD-fed rats was associated with increased inflammatory cytokine secretion and oxidative stress biomarkers, and that the combination of PomE and Ex effectively inhibited the inflammatory response and decreased oxidative damage. The effect of PomE and Ex as a combined intervention is greater than the effect of either PomE or Ex alone, showing that PomE and Ex may be additively effective in improving immune function in HFD-fed rats by inhibiting inflammation and decreasing oxidative stress. Copyright © 2016 Elsevier Inc. All rights reserved.

  14. Using didactical situations to enhance interest in science

    DEFF Research Database (Denmark)

    Petersen, Morten Rask

    2010-01-01

    The theory of didactical situations (TDS) has proven its worth during decades in the French school system. Recently there has been made attempts to transfer this theory form its origin in mathematical education and into science education in general. These attempts seem to be successful......, but this paper discuss whether the transfer of TDS into science education could bring more than just enhanced learning of essential knowledge in a subject area. Here is presented some considerations that might also turn TDS into a powerful tool for interest development in the science education....

  15. 'Biomoleculas': cellular metabolism didactic software

    Energy Technology Data Exchange (ETDEWEB)

    Menghi, M L [Chair of Physiology and Biophysics, Facultad de Ingenieria, Universidad Nacional de Entre Rios, CC 57 Suc 3, Parana 3100, Entre Rios (Argentina); Novella, L P [Chair of Physiology and Biophysics, Facultad de Ingenieria, Universidad Nacional de Entre Rios, CC 57 Suc 3, Parana 3100, Entre Rios (Argentina); Siebenlist, M R [Chair of Physiology and Biophysics, Facultad de Ingenieria, Universidad Nacional de Entre Rios, CC 57 Suc 3, Parana 3100, Entre Rios (Argentina)

    2007-11-15

    'Biomoleculas' is a software that deals with topics such as the digestion, cellular metabolism and excretion of nutrients. It is a pleasant, simple and didactic guide, made by and for students. In this program, each biomolecule (carbohydrates, lipids and proteins) is accompanied until its degradation and assimilation by crossing and interrelating the different metabolic channels to finally show the destination of the different metabolites formed and the way in which these are excreted. It is used at present as a teaching-learning process tool by the chair of Physiology and Biophysics at the Facultad de Ingenieria - Universidad Nacional de Entre Rios.

  16. Didactic Games as an Aid in Learning German

    Directory of Open Access Journals (Sweden)

    Rodica Teodora BIRIŞ

    2012-01-01

    Full Text Available The didactic game in German classes reduces the student’s fear and uncertainty, facilitatesthe contact with his/her colleagues and develops communication skills in German language. In thisway four skills can be developed. Weaker students can prove their maximum potential doing suchgames and exercises or, the contrary, to embarrass themselves in front of their colleagues. This lastoption should be avoided by the teacher, who has to overlook that the game will become an aid inpracticing and developing skills. The game could be introduced in practicing vocabulary,pronunciation and intonation, in writing, reading, in grammar and text comprehension.

  17. The RooPfs study to assess whether improved housing provides additional protection against clinical malaria over current best practice in The Gambia

    DEFF Research Database (Denmark)

    Pinder, Margeret; Conteh, Lesong; Jeffries, David

    2016-01-01

    ) and prompt treatment in The Gambia, determine the incremental cost-effectiveness of the interventions, and analyze the housing market in The Gambia. Methods/design A two-armed, household, cluster-randomized, controlled study will be conducted to assess whether improved housing and LLINs combine to provide...

  18. DIDACTIC OF MATHEMATICS TEACHING ASSISTED WITH COMPUTER / DIDÁCTICA DE LAS FUNCIONES LINEALES Y CUADRÁTICAS ASISTIDA CON COMPUTADORA

    Directory of Open Access Journals (Sweden)

    Zully Lucía Alfonzo Salgado

    2012-07-01

    Full Text Available This paper aims to describe the characteristics of the didactic of teaching of mathematics assisted with computer with emphasis on graphing. To achieve the proposed objectives was documentary research by descriptive analysis, whose basic purpose was to design a teaching-learning strategy in the area of mathematics using technology. The notion of constructivism fits the assisted learning with technological tool, where learning is reflective and structures are constructed by the student, allow developing logical reasoning. We conclude that it is an effective didactic in mathematic class, in addition, provides outreach and assessment of developments in science, encouraging student creativity guiding him toward a more independent life.RESUMENEl presente trabajo tiene como objetivo describir las características de la didáctica de la enseñanza de la matemática asistida con computadora con énfasis en graficación. Para el logro de los objetivos planteados se hizo una investigación documental, mediante un análisis descriptivo, cuyo propósito básico fue diseñar una estrategia de enseñanza-aprendizaje en el área de matemática usando tecnología. La noción de constructivismo encaja con la enseñanza asistida con herramienta tecnológica, donde el aprendizaje es reflexivo y las estructuras son construidas por el estudiante, permitiendo desarrollar el razonamiento lógico. Se concluye que es una didáctica efectiva en la enseñanza de la matemática, además facilita el acercamiento y valoración de los adelantos de la ciencia, estimulando la creatividad del estudiante guiándolo hacia una vida más independiente.

  19. Comparative Didactics: A Reconstructive Move from Subject Didactics. Paper presented in the WERA Symposium "Transnational Research on Didactics - Learning and Teaching", coordinated by B. Hudson. European Congress on Educational Research, 8-11 sept 2015, Corvinus University, Hungary.

    OpenAIRE

    Ligozat, Florence

    2015-01-01

    In the history of the modern school systems in Europe, the development of the didactiques des disciplines (subject didactics) originates in 1) the building of “disciplines” (school subjects) as social organisations aimed at producing and diffusing knowledge and 2) the empowerment of the secondary school teachers through professional associations (Schneuwly, 2011). Subject didactics were thus born as practices of teaching a given discipline and attempts of theorising such practices. Against th...

  20. Nontechnical skills training for the operating room: A prospective study using simulation and didactic workshop.

    Science.gov (United States)

    Pena, Guilherme; Altree, Meryl; Field, John; Sainsbury, David; Babidge, Wendy; Hewett, Peter; Maddern, Guy

    2015-07-01

    The best surgeons demonstrate skills beyond those required for the performance of technically competent surgery. These skills are described under the term nontechnical skills. Failure in these domains has been associated with adverse events inside the operating room. These nontechnical skills are not learned commonly in a structured manner during surgery training. The main purpose of this study was to explore the effects of participation in simulation-based training, either as a sole strategy or as part of a combined approach on surgeons and surgical trainees nontechnical skills performance in simulation environment. The study consisted of a single-blinded, prospective comparative trial. Forty participants were enrolled, all participating in 2 simulation sessions challenging nontechnical skills comprising 3 surgical scenarios. Seventeen participants attended a 1-day, nontechnical skills workshop between simulation sessions. Scenarios were video-recorded for assessment and debriefing purposes. Assessment was made by 2 observers using the Non-Technical Skills for Surgeons (NOTSS) scoring system. There was a significant improvement in nontechnical skills performance of both groups from the first to the second simulation session, for 2 of the 3 scenarios. No difference in performance between the simulation and the simulation plus workshop groups was noted. This study provides evidence that formal training in nontechnical skills is feasible and can impact positively participants' nontechnical performance in a simulated environment. The addition of a 1-day didactic workshop does not seem to provide additional benefit over simulation-based training as a sole strategy for nontechnical skills training. Copyright © 2015 Elsevier Inc. All rights reserved.

  1. A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea.

    Science.gov (United States)

    Lee, Jong-Sun; You, Sungeun; Choi, Yun-Kyeung; Youn, Hyae-Young; Shin, Hye Sook

    2017-01-01

    The present study aimed to examine the training effects of a didactic and simulation-based psychological first aid (PFA) program. Based on the competency-based model, the study sought to examine whether the PFA training would enhance knowledge, skills, and attitudes. Study 1 examined the training effects of the PFA program in a sample of undergraduate and graduate students in psychology. Study 2 was conducted with school counselors. In both studies, all participants completed a one-day PFA workshop with a 3-hour didactic lecture and a 3-hour simulation-based practice. Assessments were conducted prior to the didactic lecture and upon completion of the simulation-based practice. In study 1, an examination of pre- and posttest comparisons indicated that the training significantly improved students' PFA knowledge and perceived competence in PFA skill. In study 2, the same PFA training significantly improved school counselors' PFA knowledge, perceived competence in PFA skill, perceived preparedness and confidence to provide psychological assistance for future disasters, but their perceived willingness to participate in psychological assistance did not significantly change after the training. This study provides preliminary evidence supporting the effectiveness of the PFA training program using a combined method of didactic and simulation-based practice for disaster mental health providers in Korea.

  2. A preliminary evaluation of the training effects of a didactic and simulation-based psychological first aid program in students and school counselors in South Korea.

    Directory of Open Access Journals (Sweden)

    Jong-Sun Lee

    Full Text Available The present study aimed to examine the training effects of a didactic and simulation-based psychological first aid (PFA program. Based on the competency-based model, the study sought to examine whether the PFA training would enhance knowledge, skills, and attitudes. Study 1 examined the training effects of the PFA program in a sample of undergraduate and graduate students in psychology. Study 2 was conducted with school counselors. In both studies, all participants completed a one-day PFA workshop with a 3-hour didactic lecture and a 3-hour simulation-based practice. Assessments were conducted prior to the didactic lecture and upon completion of the simulation-based practice. In study 1, an examination of pre- and posttest comparisons indicated that the training significantly improved students' PFA knowledge and perceived competence in PFA skill. In study 2, the same PFA training significantly improved school counselors' PFA knowledge, perceived competence in PFA skill, perceived preparedness and confidence to provide psychological assistance for future disasters, but their perceived willingness to participate in psychological assistance did not significantly change after the training. This study provides preliminary evidence supporting the effectiveness of the PFA training program using a combined method of didactic and simulation-based practice for disaster mental health providers in Korea.

  3. THE PROCEDURE OF REALIZATION OF THE DIDACTIC PRINCIPLE OF VISUAL METHOD IN AN EDUCATIONAL LABORATORY

    Directory of Open Access Journals (Sweden)

    Anatolii H. Protasov

    2010-08-01

    Full Text Available This paper is devoted to the procedure of realization of the main didactic principle – use visual method which becomes an essential factor of student perception of educational sources. The procedure is realized with series of laboratory works which are based on the principle – “device-computer-software”. The transformers of a physical magnitude into electrical signal are used in laboratory works. The combination of these transformers and a computer form the device which can measure a physical magnitude. The software allows reconstructing a virtual field distribution of this magnitude in area and observing its history. MATLAB is used as software and it provides with computation of different physical processes. The proposed procedure provides with a direct visual method and an indirect one as well. This matter promotes forming future specialists’ professional competence.

  4. Does additional support provided through e-mail or SMS in a Web-based Social Marketing program improve children's food consumption? A Randomized Controlled Trial.

    Science.gov (United States)

    Rangelov, Natalie; Della Bella, Sara; Marques-Vidal, Pedro; Suggs, L Suzanne

    2018-02-16

    The FAN Social Marketing program was developed to improve dietary and physical activity habits of families with children in Ticino, Switzerland. The aim of this study was to examine if the effects of the program on children's food intake differed by intervention group. Effects of the FAN program were tested through a Randomized Controlled Trial. The program lasted 8 weeks, during which participants received tailored communication about nutrition and physical activity. Families were randomly allocated to one of three groups, where the parent received the intervention by the Web (G1), Web + e-mail (G2) or Web + SMS (G3). Children in all groups received tailored print letters by post. Children's food consumption was assessed at baseline and immediate post intervention using a 7-day food diary. Generalized linear mixed models with child as a random effect and with time, treatment group, and the time by treatment interaction as fixed effects were used to test the impact of the intervention. Analyses were conducted with a sample of 608 children. After participating in FAN the marginal means of daily consumption of fruit changed from 0.95 to 1.12 in G1, from 0.82 to 0.94 in G2, and from 0.93 to 1.18 in G3. The margins of the daily consumption of sweets decreased in each group (1.67 to 1.56 in G1, 1.71 to 1.49 in G2, and 1.72 to 1.62 in G3). The change in vegetable consumption observed from pre to post intervention in G3 (from 1.13 to 1.21) was significantly different from that observed in G1 (from 1.21 to 1.17). A well-designed Web-based Social Marketing intervention complemented with print letters can help improve children's consumption of water, fruit, soft drinks, and sweets. The use of SMS to support greater behavior change, in addition to Web-based communication, resulted only in a small significant positive change for vegetables, while the use of e-mail in addition to Web did not result in any significant difference. The trial was retrospectively registered in the

  5. Design and reliability of a didactic inphographic rubric assessment

    Directory of Open Access Journals (Sweden)

    Yunuen Ixchel GUZMÁN-CEDILLO

    2017-12-01

    Full Text Available The objective of this study is to describe design, validity process and reliability of a rubric assessment to evaluate didactic infographics quality. Participants were fifteen judges who participate in different moments of elaboration rubric process; it was made in three process phases: design, settings and reliability determination. Content validity was obtained by percentage agreement between 3 judges by component of the rubric; likewise a Krippendorff’s alpha were applied (a = .710 in pilot assessment with 5 infographics in order to set possible writings contradictions between components and criteria of performance. The intern consistence was determined by Cronbach’s alpha (? = .806 in 22 infographics gradation. An Intraclass correlation coefficient icc (a = .909 was applied to 6 judges qualifications also a Krippendorff’s alpha (a = .538 both of them in ordinal levels. The rubric is composed by 9 components, 3 performance levels, definitions of each component and assignments how to use the rubric. Results suggest the rubric is valid and reliable to grade quality of didactic infographic.

  6. Learning circumference concepts from the didactical situations theory perspective

    Directory of Open Access Journals (Sweden)

    Valdir de Sousa Cavalcanti

    2013-08-01

    Full Text Available The circumference study, as its importance, it is one of the most relevant contents in the Analytical Geometry curriculum. However, the complexity of related concepts to this theme linked to the content fragmentation, it difficulties the students thinking of transforming geometrical problems into equations solution, systems or inequations. Within, in this article we present a partial report of a master research work, of qualitative mode, which aimed to develop and to evaluate an alternative methodology by using musical parody composition to the teaching of Mathematics in trying to contribute to the circumference concepts learning process. For that, we carried out a case study with 36 third year high school students of a public school from the city of Campina Grande, Paraíba. The research work was based and discussed on Brousseau Didactical Situation Theory. It was chosen triangulation technique for the data analyses, collected from interviews, questionnaires and a list of mathematical exercises. We concluded that the parody composition resource allowed the students better understand the concepts of center, ratio, cord and the definition of the general circumference equation, as they were capable to identify the relative positions which a circumference assumes in relation to an equation of a straight line and between two circumferences in the various concepts that differentiated them. Thus, we can state that the musical parody composition as a didactical resource can contribute to the learning of mathematical contents.

  7. Learning Bridge: Curricular Integration of Didactic and Experiential Education

    Science.gov (United States)

    Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

    2010-01-01

    Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741

  8. Do wood-based panels made with agro-industrial residues provide environmentally benign alternatives? An LCA case study of sugarcane bagasse addition to particle board manufacturing

    DEFF Research Database (Denmark)

    Silva, Diogo Aparecido Lopes; Lahr, Francisco Antonio Rocco; Pavan, Ana Laura Raymundo

    2014-01-01

    environmental impacts? Could it substitute wood as raw material? Accordingly, this paper presents a life cycle assessment (LCA) study of particle board manufactured with sugarcane bagasse residues.The cradle-to-gate assessment of 1 m3 of particle board made with sugarcane bagasse (PSB) considered three main...... subsystem was 9.08 % (economic base). The potential environmental impact phase was assessed by applying the CML and USEtox methods. PSB was compared with the conventional particle board manufactured in Brazil by the categories of the CML and USETox, and including land use indicators. Finally, two scenarios......, it is suggested that the sugarcane bagasse be mixed up to 75 % during particle board manufacturing so that good quality properties and environmental performance of panels can be provided....

  9. Enzyme-polyelectrolyte complexes in water-ethanol mixtures: negatively charged groups artificially introduced into alpha-chymotrypsin provide additional activation and stabilization effects.

    Science.gov (United States)

    Kudryashova, E V; Gladilin, A K; Vakurov, A V; Heitz, F; Levashov, A V; Mozhaev, V V

    1997-07-20

    Formation of noncovalent complexes between alpha-chymotrypsin (CT) and a polyelectrolyte, polybrene (PB), has been shown to produce two major effects on enzymatic reactions in binary mixtures of polar organic cosolvents with water. (i) At moderate concentrations of organic cosolvents (10% to 30% v/v), enzymatic activity of CT is higher than in aqueous solutions, and this activation effect is more significant for CT in complex with PB (5- to 7-fold) than for free enzyme (1.5- to 2.5-fold). (ii) The range of cosolvent concentrations that the enzyme tolerates without complete loss of catalytic activity is much broader. For enhancement of enzyme stability in the complex with the polycation, the number of negatively charged groups in the protein has been artificially increased by using chemical modification with pyromellitic and succinic anhydrides. Additional activation effect at moderate concentrations of ethanol and enhanced resistance of the enzyme toward inactivation at high concentrations of the organic solvent have been observed for the modified preparations of CT in the complex with PB as compared with an analogous complex of the native enzyme. Structural changes behind alterations in enzyme activity in water-ethanol mixtures have been studied by the method of circular dichroism (CD). Protein conformation of all CT preparations has not changed significantly up to 30% v/v of ethanol where activation effects in enzymatic catalysis were most pronounced. At higher concentrations of ethanol, structural changes in the protein have been observed for different forms of CT that were well correlated with a decrease in enzymatic activity. (c) 1997 John Wiley & Sons, Inc. Biotechnol Bioeng 55: 267-277, 1997.

  10. Low-dose gamma irradiation following hot Water immersion of Papaya (Carica Papaya linn.) fruits provides additional control of postharvest fungal infection to extend shelf life

    DEFF Research Database (Denmark)

    Rashid, M.H.A.; Grout, Brian William Wilson; Continella, A.

    2015-01-01

    Low-dose gamma irradiation (0.08 kGy over 10 min), a level significantly below that required to satisfy the majority of international quarantine regulations, has been employed to provide a significant reduction in visible fungal infection on papaya fruit surfaces. This is appropriate for local an....... The combined treatment had no significant, negative impact on ripening, with quality characteristics such as surface and internal colour change, firmness, soluble solids, acidity and vitamin C maintained at acceptable levels....... and national markets in producer countries where levels of commercial acceptability can be retained despite surface lesions due to fungal infection. Irradiation alone and in combination with hot-water immersion (50 °C for 10 min) has been applied to papaya (Carica papaya L.) fruits at both the mature green...... and 1/3 yellow stages of maturity. The incidence and severity of surface fungal infections, including anthracnose, were significantly reduced by the combined treatment compared to irradiation or hot water treatment alone, extending storage at 11 °C by 13 days and retaining commercial acceptability...

  11. Combined parecoxib and I.V. paracetamol provides additional analgesic effect with better postoperative satisfaction in patients undergoing anterior cruciate ligament reconstruction

    Directory of Open Access Journals (Sweden)

    Zeinab Ahmed Elseify

    2011-01-01

    Full Text Available Background : Adequacy of postoperative analgesia is one of the most important factors that determine early hospital discharge and patients′ ability to resume their normal activities postoperatively. The optimal non-opioid analgesic technique for postoperative pain management would reduce pain and enhance patient satisfaction, and it also facilitates earlier mobilization and rehabilitation by reducing pain-related complications after surgery. The aim of this study was to evaluate the analgesic efficacy of intravenous paracetamol and parecoxib when used alone, or in combination. Methods : Sixty American Society of Anesthesiology (ASA physical status I and II adult patients who were scheduled for anterior cruciate ligament reconstruction were included in this study. Patients were allocated into three groups: group I patients received 1g intravenous paracetamol after induction and another 1 g 4 h later, group II received 40 mg parecoxib after induction, while group III received combination of both drugs (paracetamol 1 g and parecoxib 40 mg. Pain during rest and mobility was assessed in the immediate postoperative period, 2 h and 8 h successively using visual analog scale (VAS. Patient satisfaction was rated according to satisfaction score. Results : Total morphine requirements were lower in group III patients (6.9±2.7 mg in comparison to group I patients (12.6±3.6 mg or group II patients (9.8±2.8 mg. The least VAS scores were recorded during knee movement (3.8±1.1 in group III patients compared to group I (6.0±1.8 and group II patients (4.8±1.9. Eight hours postoperatively, group III patients were more satisfied regarding the postoperative pain management. Conclusion : Combination of intravenous paracetamol and parecoxib provided better analgesia and higher patient satisfaction than each drug when used separately.

  12. Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

    Science.gov (United States)

    Ariza, Yefrin; Lorenzano, Pablo; Adúriz-Bravo, Agustín

    2016-01-01

    There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have…

  13. Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

    Science.gov (United States)

    Ghorbani, Ahmad; Ghazvini, Kiarash

    2016-03-01

    Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P physiology. Copyright © 2016 The American Physiological Society.

  14. Keys of Japanese Prosody and Didactical-Technical Analysis of OJAD (Online Japanese Accent Dictionary)

    Science.gov (United States)

    Delgado Algarra, Emilio José

    2016-01-01

    Most of the studies focus on the teaching of foreign languages indicate that little attention is paid to the prosodic features both didactic materials and teaching-learning processes (Martinsen, Avord and Tanner, 2014). In this context and throughout this article, an analysis of the didactical and technical dimensions of OJAD (Japanese Accent…

  15. Transitions and Diversity in Didactics: An Exploration Searching for Implications for Vocational Education and Training

    Science.gov (United States)

    Herrera, Lázaro Moreno

    2015-01-01

    Depending on the perspective and even language, the concept of didactics is defined in different ways. The debate about conceptualization, particularly concerning the equivalence in English of what in other languages, specifically Germanic and Latin languages, is termed "didactics", is well documented in the research literature. There is…

  16. Didactic CME and Practice Change: Don't Throw that Baby out Quite yet

    Science.gov (United States)

    Olson, Curtis A.; Tooman, Tricia R.

    2012-01-01

    Skepticism exists regarding the role of continuing medical education (CME) in improving physician performance. The harshest criticism has been reserved for didactic CME. Reviews of the scientific literature on the effectiveness of CME conclude that formal or didactic modes of education have little or no impact on clinical practice. This has led…

  17. Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

    Science.gov (United States)

    Ghorbani, Ahmad; Ghazvini, Kiarash

    2016-01-01

    Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…

  18. Correlation of psychomotor skills and didactic performance among dental students in Saudi Arabia

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    Afify AR

    2013-10-01

    Full Text Available Ahmed R Afify,1 Khalid H Zawawi,1 Hisham I Othman,2 Ayman A Al-Dharrab31Department of Preventive Dental Sciences, 2Department of Basic Oral and Clinical Sciences, 3Department of Oral and Maxillofacial Rehabilitation, Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi ArabiaObjectives: The objective of this study is to investigate the correlation between the psychomotor skills and the academic performance of dental students.Methods: Didactic and preclinical scores were collected for students who graduated from the Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia, in 2011. Three courses (Dental Anatomy, Removable Prosthodontic Denture, and Orthodontics were selected. Correlations comparing didactic and practical scores were done for the total samples, then for the males and females separately.Results: There was no significant correlation between the practical and didactic scores for the three courses for the total sample. There was a significant correlation between all three subjects in the didactic scores. For females, the results showed that there was only a significant correlation between the practical and didactic scores for Dental Anatomy. For males, no correlation was observed between the practical and didactic scores for all subjects.Conclusion: In the present sample, didactic performance did not correlate well with the students' psychomotor performance.Keywords: psychomotor performance, didactic performance, dental students, correlation study, dental education, practical performance

  19. Action Poetry as an Empowering Art: A Manifesto for Didaction in Arts Education.

    Science.gov (United States)

    Tochon, Francois Victor

    2000-01-01

    Explains that didaction is an expressive action in search of internal consistency. Analyzes the didactic implications of the poetic transposition into action and the construction of a postmodern action literature through poetry. Presents the process of poetic emergence in Francophone Switzerland and Ontario. (CMK)

  20. Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training

    Science.gov (United States)

    Nore, Haege

    2015-01-01

    This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a re-contextualization of vocational didactics as well as…

  1. The Eisenhart lift: a didactical introduction of modern geometrical concepts from Hamiltonian dynamics

    International Nuclear Information System (INIS)

    Cariglia, Marco; Alves, Filipe Kelmer

    2015-01-01

    This work originates from part of a final year undergraduate research project on the Eisenhart lift for Hamiltonian systems. The Eisenhart lift is a procedure to describe trajectories of a classical natural Hamiltonian system as geodesics in an enlarged space. We point out that it can be easily obtained from basic principles of Hamiltonian dynamics, and as such it represents a useful didactical way to introduce graduate students to several modern concepts of geometry applied to physics: curved spaces, both Riemannian and Lorentzian, conformal transformations, geometrization of interactions and extra dimensions, and geometrization of dynamical symmetries. For all these concepts the Eisenhart lift can be used as a theoretical tool that provides easily achievable examples, with the added benefit of also being a topic of current research with several applications, among which are included the study of dynamical systems and non-relativistic holography. (paper)

  2. MEDOR, a didactic tool to support interpretation of bioassay data after internal contamination by actinides

    Energy Technology Data Exchange (ETDEWEB)

    Miele, A.; Blanchin, N. [Service medical du travail, CEA Cadarache, 13108 Saint Paul lez Durance (France); Raynaud, P. [Service de sante au travail, COGEMA Marcoule, 30207 Bagnols sur Ceze (France); Quesne, B. [COGEMA-AREVA, BP 4, 78141 Velizy (France); Giraud, J.M.; Piechowski, J. [CEA, 31 rue de la Federation, 75752 Paris Cedex 15 (France); Fottorino, R. [Laboratoire d' analyses de biologie medicale, CEA Cadarache, 13108 Saint Paul lez Durance (France); Berard, P. [Laboratoire d' Analyses BioMedicales, DSM, CEA Saclay, 91191 Gif sur Yvette (France); Ansoborlo, E. [CETAMA DRCP/DEN/CEAVALRHO Marcoule, BP 17171, 30207 Bagnols sur Ceze (France); Franck, D.; Blanchardon, E.; Challeton-de Vathaire, C. [Laboratoire d' evaluation de la dose interne, IRSN, BP 17, 92262 Fontenay-aux-Roses Cedex (France); Lebaron-Jacobs, L. [CARMIN, CEA/DSV, BP 6, 92262 Fontenay-aux-Roses Cedex (France); Poncy, J.L.; Fritsch, P. [Laboratoire de Radiotoxicologie, SRCA/DRR/DSV/CEA, BP 12, 91680 Bruyeres le Chatel (France)

    2007-07-01

    A didactic software, Methodes Dosimetriques de Reference (MEDOR), is being developed to provide help in the interpretation of biological data. Its main purpose is to evaluate the pertinence of the application of different models. This paper describes its first version that is focused on inhalation exposure to actinide aerosols. With this tool, sensitivity analysis on different parameters of the ICRP models can be easily done for aerosol deposition, in terms of activity and particle number, actinide biokinetics and doses. The user can analyse different inhalation cases showing either that dose per unit intake cannot be applied if the aerosol contains a low number of particles or that an inhibition of the late pulmonary clearance by particle transport can occur which contributes to a 3-4 fold increase in effective dose as compared with application of default parameters. This underlines the need to estimate systematically the number of deposited particles, as well as to do chest monitoring as long as possible. (authors)

  3. MEDOR, a didactic tool to support interpretation of bioassay data after internal contamination by actinides

    International Nuclear Information System (INIS)

    Miele, A.; Blanchin, N.; Raynaud, P.; Quesne, B.; Giraud, J.M.; Piechowski, J.; Fottorino, R.; Berard, P.; Ansoborlo, E.; Franck, D.; Blanchardon, E.; Challeton-de Vathaire, C.; Lebaron-Jacobs, L.; Poncy, J.L.; Fritsch, P.

    2007-01-01

    A didactic software, Methodes Dosimetriques de Reference (MEDOR), is being developed to provide help in the interpretation of biological data. Its main purpose is to evaluate the pertinence of the application of different models. This paper describes its first version that is focused on inhalation exposure to actinide aerosols. With this tool, sensitivity analysis on different parameters of the ICRP models can be easily done for aerosol deposition, in terms of activity and particle number, actinide biokinetics and doses. The user can analyse different inhalation cases showing either that dose per unit intake cannot be applied if the aerosol contains a low number of particles or that an inhibition of the late pulmonary clearance by particle transport can occur which contributes to a 3-4 fold increase in effective dose as compared with application of default parameters. This underlines the need to estimate systematically the number of deposited particles, as well as to do chest monitoring as long as possible. (authors)

  4. THE EXPERIMENTAL DIDACTIC STAND FOR DETERMINING THE PARAMETERS OF THE GEAR WITH MAGNETORHEOLOGICAL CLUTCH AND BRAKE

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    Jerzy BAJKOWSKI

    2014-03-01

    Full Text Available In this paper the laboratory stand, designed to be used as a part of the Laboratory of Machine Design and Research which is part of the subject Fundamentals of Machine Design, is presented. Originally the laboratory stand was designed as an element of one of the research projects, and the adopted for didactic purposes. The students have the chance to get familiar with unique type of fluids controlled by the magnetic field and their application in the special purpose devices. The laboratory stand allows to conduct individual measurements of the torque, for different coil currents which generate the magnetic field. In the final report students provide the results with the individual analysis of the system parameters.

  5. The social educator as manager of self- managed communities towards a didactics of group work

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    Carlos G. Juliao Vargas

    2005-02-01

    Full Text Available This paper seeks to reflect upon the function of social educators as promoters of self-managing communities as well as to outline the didactic contribution which group work techniques provide for this task. Therefore, the competencies that a social educator should have been addressed from a trace concept of “community” and its relationship whit social education as a non formal process; principally insisting on its role as “leader” of the self-management community processes: how far Leadership should go and where it should stop. It can be concluded that the social educator is required to work among groups of human beings with the main purpose of arousing the collective processes of teaching and learning of knowledge, attitudes and strategies. These strategies lead communities to manage the environment in which they live in an autonomous way so that decent living conditions are guaranteed for everyone. 

  6. Didactic Networks: A Proposal for e-learning Content Generation

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    F. Javier Del Alamo

    2010-12-01

    Full Text Available The Didactic Networks proposed in this paper are based on previous publications in the field of the RSR (Rhetorical-Semantic Relations. The RSR is a set of primitive relations used for building a specific kind of semantic networks for artificial intelligence applications on the web: the RSN (Rhetorical-Semantic Networks. We bring into focus the RSR application in the field of elearning, by defining Didactic Networks as a new set of semantic patterns oriented to the development of elearning applications. The different lines we offer in our research fall mainly into three levels: (1 The most basic one is in the field of computational linguistics and related to Logical Operations on RSR (RSR Inverses and plurals, RSR combinations, etc, once they have been created. The application of Walter Bosma's results regarding rhetorical distance application and treatment as semantic weighted networks is one of the important issues here. (2 In parallel, we have been working on the creation of a knowledge representation and storage model and data architecture capable of supporting the definition of knowledge networks based on RSR. (3 The third strategic line is in the meso-level, the formulation of a molecular structure of knowledge based on the most frequently used patterns. The main contribution at this level is the set of Fundamental Cognitive Networks (FCN as an application of Novak's mental maps proposal. This paper is part of this third intermediate level, and the Fundamental Didactic Networks (FDN are the result of the application of rhetorical theory procedures to the instructional theory. We have formulated a general set of RSR capable of building discourse, making it possible to express any concept, procedure or principle in terms of knowledge nodes and RSRs. The Instructional knowledge can then be elaborated in the same way. This network structure expressing the instructional knowledge in terms of RSR makes the objective of developing web

  7. Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

    Science.gov (United States)

    Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

    2014-02-01

    Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

  8. Comparison of a Web-Based Teaching Tool and Traditional Didactic Learning for In Vitro Fertilization Patients: A Preliminary Randomized Controlled Trial.

    Science.gov (United States)

    Vause, Tannys Dawn Reiko; Allison, David J; Vause, Tricia; Tekok-Kilic, Ayda; Ditor, David S; Min, Jason K

    2018-05-01

    The objective of this prospective RCT was to compare the efficacy of a web-based teaching tool to traditional didactic teaching in IVF patients. Forty women undergoing their first IVF cycle were randomly allocated to an interactive web-based teaching session or a nurse-led didactic teaching session. The primary outcome measure was participant knowledge regarding the IVF process, risks, and logistics assessed before and after the respective teaching session. Secondary outcomes included patient stress, assessed before and after the respective teaching session, and patient satisfaction, assessed following the respective teaching session and on the day of embryo transfer (following implementation of the teaching protocol). Both groups demonstrated similar and significant improvements in knowledge and stress after exposure to their respective teaching sessions. The web-based group was significantly more satisfied than the didactic teaching group. Web-based teaching was also shown to be equally effective for participants of high versus low income and education status for knowledge, stress, and satisfaction. This study provides preliminary support for the use of web-based teaching as an equally effective tool for increasing knowledge and reducing stress compared to traditional didactic teaching in IVF patients, with the added benefit of increased patient satisfaction. Copyright © 2018 Society of Obstetricians and Gynaecologists of Canada. Published by Elsevier Inc. All rights reserved.

  9. The construction and application of didactic models in Biochemistry teaching

    Directory of Open Access Journals (Sweden)

    Maximiliano de Souza Zierer

    2017-10-01

    Full Text Available This work describes how to build and use didactic models as a teaching resource to a more creative teaching in Biochemistry. Students are organized into groups to discuss the creation, planning and execution of models. Previously, the teacher guides the use of various materials for preparation and encourages the use of low cost materials. The day of the activity, held in the classroom, students build their models and are evaluated orally by the teacher about the functions or processes represented. At the end of class, we propose the presentation by each group, plus a general discussion about them. We find that that this methodology makes the classroom an environment highly conducive to creative expression, allowing students to develop their potential and making them effective learning, meaningful and longer lasting when compared to traditional teaching methods.

  10. Didactic strategies through authentic performances in the Mathematics teaching process

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    Enrique Diaz Chong

    2016-09-01

    Full Text Available The main objective of this article is gather a set of Mathematic didactic strategies by improving the academic performance and acquiring skills and abilities through authentic performances during the teaching process. The investigation is going to realize with students of the first semester E and with a teacher of Commercial Studies career, applying the “learn to learn” method described in the fundaments since the application of the teaching strategy until the evaluation. Through this method, they acquire basic competence of the mentioned subject and the knowledge in order to use them as future professionals in any life circumstance. It will verify the obtained results by having a better motivation of the students and the discipline comprehension. It is important to highlight that those strategies could be applied in any other subject.

  11. Didactic Migraine Education in US Doctor of Pharmacy Programs

    Science.gov (United States)

    Padiyara, Rosalyn S.; Schommer, Jon C.

    2010-01-01

    Objective To compare didactic migraine education in doctor of pharmacy (PharmD) programs in the United States with the Headache Consortium's evidence-based migraine treatment recommendations. Methods A self-administered survey instrument was mailed to all 90 Accreditation Council for Pharmacy Education (ACPE) approved PharmD programs in the United States. Results Seventy-seven programs responded (86%) and 69 useable survey instruments were analyzed. Fifty-five percent of programs discussed the Consortium's guidelines, 49% discussed the selection of nonprescription versus prescription agents, 45% recommended a butalbital-containing product as migraine treatment, and 20% educated students about tools for assessing migraine-related debilitation. At least 50% of programs taught information consistent with the remaining Consortium recommendations. Conclusion Approximately half of the PharmD programs teach concepts about migraine headache treatment consistent with the US Headache Consortium's recommendations. PMID:20221355

  12. Didactic interpretation of present conception of periodic table of elements

    International Nuclear Information System (INIS)

    Kysel, O; Juhasz, J.

    1999-01-01

    In this paper authors present modern didactic interpretation of periodic table of elements based on the electron structure of valent sphere of atoms which are classified into periods and groups. The accent is puttied on the nature of valent sphere and on the energy of electrons in this sphere (ionization potential) and their space distribution. These values are cardinal for character of chemical bonds in compounds and multiformity of structure of compounds. In this contribution new knowledge about electron structure of heavy atoms (relativistic effects of inner electrons on valent electrons) and properties of chemical compounds with unique using (high temperature superconductors, chemical substances for lasers and optoelectronic fibers and others). Using of uranium and plutonium in energetics is discussed

  13. Space shuttle’s liftoff: a didactical model

    Science.gov (United States)

    Borghi, Riccardo; Spinozzi, Turi Maria

    2017-07-01

    The pedagogical aim of the present paper, thought for an undergraduate audience, is to help students to appreciate how the development of elementary models based on physics first principles is a fundamental and necessary preliminary step for the behaviour of complex real systems to be grasped with minimal amounts of math. In some particularly fortunate cases, such models also show reasonably good results when are compared to reality. The speed behaviour of the Space Shuttle during its first two minutes of flight from liftoff is here analysed from such a didactical point of view. Only the momentum conservation law is employed to develop the model, which is eventually applied to quantitatively interpret the telemetry of the 2011 last launches of Shuttle Discovery and Shuttle Endeavour. To the STS-51-L and STS-107 astronauts, in memoriam.

  14. Neurology Didactic Curricula for Psychiatry Residents: A Review of the Literature and a Survey of Program Directors

    Science.gov (United States)

    Reardon, Claudia L.; Walaszek, Art

    2012-01-01

    Objective: Minimal literature exists on neurology didactic instruction offered to psychiatry residents, and there is no model neurology didactic curriculum offered for psychiatry residency programs. The authors sought to describe the current state of neurology didactic training in psychiatry residencies. Methods: The authors electronically…

  15. Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?

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    María Ángeles Martín del Pozo

    2015-02-01

    Full Text Available The paper begins by approaching the concept of CLIL (Content and Language Integrated Learning providing a brief overview of the history of bilingual education. The influence of the linguistic policies of the European Union is discussed along with some beliefs about language teaching and how both have influenced the celerity of CLIL implementation, momentum and expansion. There are some indicators of the lack of a theoretical framework for CLIL, of insufficient teacher education and or inadequacy of materials. It is necessary to reflect systematically on to what extent commercially published textbooks match the demands of bilingual education. The second section centers on CLIL textbooks, mainly those commercialized by publishers, by referring to some recent studies which attempt to approach systematically their design and use. Since, by definition CLIL includes both content and language, our research question is if content books (in English also include content and language objectives. A corpus of 25 books from different subjects, years, and publishers is analyzed. The analysis shows an insufficient presence of linguistic objectives. Some reflections are made about this scarcity with the warning that this lack could hindrance an efficient implementation of CLIL. Thus, it could be said that these textbooks are not the product of discipline or didactic considerations but the result of the logic of market, publishers and linguistic policy.How to reference this articleMartín del Pozo, M. A., Rascón Estébanez, D. (2015. Textbooks for Content and Language Integrated Learning: policy, market and appropriate didactics?. Foro de Educación, 13(18, pp. 123-141. doi: http://dx.doi.org/10.14516/fde.2015.013.018.007 

  16. The approaches to the didactics of physics in the Czech Republic - Historical development

    Science.gov (United States)

    Žák, Vojtěch

    2017-01-01

    The aim of this paper is to describe approaches to the didactics of physics which have appeared in the Czech Republic during its development and to discuss mainly their relationships with other fields. It is potentially beneficial to the understanding of the current situation of the Czech didactics of physics and to the prognosis of its future development. The main part of the article includes a description of the particular approaches of the Czech didactics of physics, such as the methodological, application, integration and communication approaches described in chronological order. Special attention is paid to the relationships of the didactics of physics and physics itself, pedagogy and other fields. It is obvious that the methodological approach is narrowly connected to physics, while the application approach comes essentially from pedagogy. The integration approach seeks the utilization of other scientific fields to develop the didactics of physics. It was revealed that the most elaborate is the communication approach. This approach belongs to the concepts that have influenced the current didactical thinking in the Czech Republic to a high extent in other fields as well (including within the didactics of socio-humanist fields). In spite of the importance of the communication approach, it should be admitted that the other approaches are, to a certain extent, employed as well and co-exist.

  17. The didactic situation in geometry learning based on analysis of learning obstacles and learning trajectory

    Science.gov (United States)

    Sulistyowati, Fitria; Budiyono, Slamet, Isnandar

    2017-12-01

    This study aims to design a didactic situation based on the analysis of learning obstacles and learning trajectory on prism volume. The type of this research is qualitative and quantitative research with steps: analyzing the learning obstacles and learning trajectory, preparing the didactic situation, applying the didactic situation in the classroom, mean difference test of problem solving ability with t-test statistic. The subjects of the study were 8th grade junior high school students in Magelang 2016/2017 selected randomly from eight existing classes. The result of this research is the design of didactic situations that can be implemented in prism volume learning. The effectiveness of didactic situations that have been designed is shown by the mean difference test that is the problem solving ability of the students after the application of the didactic situation better than before the application. The didactic situation that has been generated is expected to be a consideration for teachers to design lessons that match the character of learners, classrooms and teachers themselves, so that the potential thinking of learners can be optimized to avoid the accumulation of learning obstacles.

  18. A Theoretical Account on the Study of Metaphor in Didactic Discourse

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    Ahmad El-Sharif

    2016-04-01

    Full Text Available This article makes a literary review to the linguistic research in the use of metaphor in didactic discourse; especially the religious one. Acknowledging Conceptual Metaphor Theory as the primary theory in the field, the researcher embarks upon how metaphor is perceived and analysed in discourse in order to pertain its persuasive function. The article presents different approaches to metaphor analysis and their interconnection. The implications of these approaches are later deduced and interpreted within the scope of Islamic religious discourse as an example of didactic discourses. Keywords: Metaphors, Metaphor Analysis, Didactic Discourse, Persuasion

  19. Stages of didactic games organizing in junior pupils’ foreign language teaching

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    Tamara Marchii-Dmytrash

    2017-02-01

    Full Text Available The feasibility of didactic games using as a method of educational activity organizingand learning of a foreign language in primary school in the context of realization theregularity and consistency principle are justified in the article. It is concretized the stages ofdidactic games organizing in foreign language teaching (preparatory, executive, analyticalcorrectiveand the tasks of each of them, and the impact of didactic games on the forming ofjunior pupils’ foreign language knowledge are defined.Key words: didactic game, method, educational activity, primary school, foreignlanguage, junior pupils, stages.

  20. Some basic terms from the point of view of andragogical didactics

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    Nena Mijoč

    2009-12-01

    Full Text Available From the point of view of andragogical didactics as one of the basic science of andragogy, we first define basic andragogical terms. Andragogical didactics is mostly interested in the process of education of adults. The terms it focuses on are learning followed by education and fixing boundaries of the term lesson. The key question is whether education follows andragogical or pedagogical process and how are these two approaches different. The author also suggests some translations of terms form the area of andragogical didactics.

  1. Using Moodle in Ehisical Education classes: a virtual didactic material for teaching athletics

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    Guy Ginciene

    2015-05-01

    Full Text Available Noting the impact of technology in our society, we realize the necessity to create a didactic material based on the Information and Communication Technologies to support the work of the physical education teacher in the teaching of athletics, in particular, the 100 meters dash. For no other reason, the aim of this study was to organize a virtual didactic material, searching virtual games, videos, websites, blogs and social networks related to the 100 meters dash, organizing a database and suggesting activities aiming to the use of this didactic material for the teaching of this event in physical education classes.

  2. A Faculty Development Session or Resident as Teacher Session for Didactic and Clinical Teaching Techniques; Part 1 of 2: Engaging Learners with Effective Didactic Teaching

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    Megan Boysen-Osborn

    2016-07-01

    Full Text Available Audience: This workshop is intended for faculty members in an emergency medicine (or other residency program, but is also appropriate for chief residents and medical student educators, including basic science faculty. Introduction: Faculty development sessions are required by the Accreditation Council for Graduate Medical Education and enhance the learning environment within residency programs. Resident as teacher sessions are important in helping residents transition from junior learners to supervisors of medical students and junior residents. Part I of this two-part workshop introduces learners to effective techniques to engaging learners during didactic sessions. Objectives: By the end of this workshop, the learner will: 1 describe eight teaching techniques that encourage active learning during didactic sessions; 2 plan a didactic session using at least one of eight new teaching techniques for didactic instruction. Methods: This educational session is uses several blended instructional methods, including team-based learning (classic and modified, the flipped classroom, audience response systems, pause procedures in order to demonstrate effective didactic teaching techniques.

  3. Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

    Science.gov (United States)

    Ross, David A; Rohrbaugh, Robert

    2014-04-01

    The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.

  4. Incorporating Health Information Technology and Pharmacy Informatics in a Pharmacy Professional Didactic Curriculum -with a Team-based Learning Approach.

    Science.gov (United States)

    Hincapie, Ana L; Cutler, Timothy W; Fingado, Amanda R

    2016-08-25

    Objective. To incorporate a pharmacy informatics program in the didactic curriculum of a team-based learning institution and to assess students' knowledge of and confidence with health informatics during the course. Design. A previously developed online pharmacy informatics course was adapted and implemented into a team-based learning (TBL) 3-credit-hour drug information course for doctor of pharmacy (PharmD) students in their second didactic year. During a period of five weeks (15 contact hours), students used the online pharmacy informatics modules as part of their readiness assurance process. Additional material was developed to comply with the TBL principles. Online pre/postsurveys were administered to evaluate knowledge gained and students' perceptions of the informatics program. Assessment. Eighty-three second-year students (84% response rate) completed the surveys. Participants' knowledge of electronic health records, computerized physician order entry, pharmacy information systems, and clinical decision support was significantly improved. Additionally, their confidence significantly improved in terms of describing health informatics terminology, describing the benefits and barriers of using health information technology, and understanding reasons for systematically processing health information. Conclusion. Students responded favorably to the incorporation of pharmacy informatics content into a drug information course using a TBL approach. Students met the learning objectives of seven thematic areas and had positive attitudes toward the course after its completion.

  5. News DidacticApproaches in a Health Care Graduation Class

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    S.B. Barreto

    2009-05-01

    Full Text Available Nowadays the educator must focus not only on acquiring cognitive knowledge, but also on other matters and competences (social, political, instrumental ones. This work took placein a private college in Recife and  was had as objectiveto verify the efficiency of the application of ne wsdidactic strategies in graduation classes.This study comprised students subscribed in Medical technology (B andPharmacy   (F/2008. Students were separated in groups regarding their college period and course (B1, B2, F1, F2. The class, divided in two stages, used different didactic strategies to explain its contents: 1st unit: besides the conventionalapproaches (explanatory class, exercises and laboratory classes, new educative activities were included (research practice in the library  and problem solving classes in the laboratory; 2nd unit: conventional approach alone. In the end of each unit, students were evaluated with a theoretical exam (with objective and subjective questions. It was shown that the arithmetic means of the gradesobtained by the 1st unit students  (B1=9,1;  B2=8,8; F1=9,7;  F2=9,5 were greater, in comparison with the 2nd unit ones (B1=7,3;   B2=7,6;  F1=7,6;  F2=8,0. The research and the problem solving classes created multiple interactions opportunities among the group subjects, which may have influenced the results. The total of subjects of each group (B1=60;  B2=34;  F1=50;  F2=35 has also been evaluated, and it was seen that there was no influence of such matter on the obtained results.   Therefore, it may be concluded t hat, the work towards the whole development of the human being demands new didactic approaches and diversification of educationalactivities.

  6. Didactical contract: An analytical concept to facilitate successful implementation of open-ended physics labs

    DEFF Research Database (Denmark)

    Jacobsen, Lærke Bang; Johannsen, Bjørn Friis; Rump, Camilla Østerberg

    outcomes of alternative laboratory work in secondary and tertiary physics education we decided to approach the underlying cause of the problem. Framed in the theory of Didactical Situations in mathematics we adapt the concept of the didactical contract to the physics education context to locate aspects...... of the traditional laboratory learning environment that would lead to resistance from those involved if faced with alternatives. We conclude that both teachers and students lean heavily on a type of algorithm that ensures an appearance of having successfully completed the assigned tasks. This algorithmic didactical...... contract permeates through secondary education into university physics education. Our results allow for a better renegotiation of didactical contracts and thus for avoiding typical problems related to the implementation of alternative tasks. One might expect physics students to be special in their explicit...

  7. A model of professional competences in mathematics to update mathematical and didactic knowledge of teachers

    Science.gov (United States)

    Díaz, Verónica; Poblete, Alvaro

    2017-07-01

    This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an advanced training project based on a professional competences model, didactic interventions based on types of problems and types of mathematical competences with analysis of contents and learning assessment were designed. The teachers' competence regarding the didactic strategy used and its results, as well as the students' learning achievements are specified. The project made possible to validate a strategy of lifelong improvement in mathematics, based on the professional competences of teachers and their didactic transposition in the classroom, as an alternative to consolidate learning in areas considered vulnerable in two regions of the country.

  8. Learning Environments and the Scientific Dimension of Didactical Endeavor

    Directory of Open Access Journals (Sweden)

    Marius Costel EŞI

    2013-06-01

    Full Text Available Axiological and pragmatic valences of the teaching/pedagogical dimension express the important role that communication strategies have in the educational management. For this purpose, the organization of specific skills into the practical dimension of the educational process utterly indicates the relevance that didactical innovation has within a learning environment. Such an innovation falls within the professionalism, experience and originality of the socio-educational actor. Moreover, the scientific basis of education involves a rational recovery in the teleological dimension of scientific knowledge. It is about assuming, practically and theoretically, the axiological approaches in the simplicity-complexity relation. No doubt, this kind of understanding reflects the fact that, in social terms, the development and the acceptance of educational standards imply discursive forms of pragmatic explanation. Thus, the instrumental value of the social act refers to specific arrangements of particular forms of knowledge, like the knowledge of teaching. Therefore, optimizing a process of socialization involves learning and accepting a well established system of values.

  9. Experimental classroom games: a didactic tool in palliative care.

    Science.gov (United States)

    Alonso, Ana Isabel López; Martínez, Maria Elena Fernández; Presa, Cristina Liébana; Casares, Ana Maria Vázquez; González, Maria Paz Castro

    2018-01-01

    Objective To evaluate the effect of a games-based intervention on palliative care nursing students' scores on the Collett-Lester Fear of Death Scale. The challenge was to innovate and integrate grief-related theory and experiences into the classroom. Method Quasi-experimental study. Before and after the games-based intervention, 101 and 111 students completed the questionnaires, respectively. The intervention was performed in the context of a palliative care class taught during the first semester of the third year of the nursing programme. Results The students obtained moderate mean scores on the variable fear of death (between 14 and 19) at both time points (pre- and post-intervention). Both men and women indicated a heightened sense of fear post-intervention and a decrease in self-perceived emotional preparedness, which support the value of the games for exposing the student to situations that closely approximated reality. Conclusion The use of games as a didactic tool in the classroom context helped the students recognize the fear generated by proximity to death in the patient and family and in the student him- or herself.

  10. METEOROLOGICAL SATELLITE IMAGES IN GEOGRAPHY CLASSES: a didactic possibility

    Directory of Open Access Journals (Sweden)

    Diego Correia Maia

    2016-01-01

    Full Text Available ABSTRACT: The satellite images are still largely unexplored as didactic resource in geography classes, particularly about meteorology. This article aims to contribute to the development of new methodologies of interpretation and understanding, beyond the construction of pedagogical practices involving meteorological satellite images, concepts and issues related to climate issues. The aim of this paper is to present possibilities for the use of meteorological satellite images in the Teaching of Geography, aiming the promoting and the understanding of contents of air masses and fronts and climatic factors. RESUMO: As imagens de satélite ainda são pouco exploradas como recurso didático nas aulas de Geografia, principalmente aquelas relativas à meteorologia. Este artigo visa contribuir com o desenvolvimento de novas metodologias de interpretação e compreensão, além da construção de práticas pedagógicas envolvendo imagens de satélite meteorológico, conceitos e temas ligados às questões climáticas. Seu objetivo é apresentar possibilidades de utilização das imagens de satélite meteorológico no Ensino de Geografia, visando à promoção e ao entendimento dos conteúdos de massas de ar e frentes e de elementos climáticos. Palavras chave

  11. Mnemosyne Montage, Didactic Panels and Glass Easels: Plausible Approaches

    Directory of Open Access Journals (Sweden)

    Cristina Pontes Bonfiglioli

    2017-02-01

    Full Text Available This essay presents the hypothesis of a relationship between the thought of Lina Bo Bardi and that of Aby Warburg at specific times of their intellectual production: the unfinished organization of the Mnemosyne Atlas by Warburg, and the Didactic Panels and glass easels by Lina Bo Bardi. The paper deals with the coincidence of thought regarding the concern of both intellectuals with the use of images of our culture for the production of ambiances that would promote the encounter with the new; encourage the remembrance of imaginary; and configure art as a set of constituent images of human culture which is expressed differently by different people of the world and which is not understood as a chronology that organizes the "aesthetic progress" of humanity, necessarily based on learning about beauty and taste, which is restricted to literate and experts. The idea is to put these two thinkers of the twentieth century into the perspective of the non-aesthetic vision of art and culture that characterized their work.

  12. Design of a didactic unit: the energy; Diseno de una unidad didactica: la energia

    Energy Technology Data Exchange (ETDEWEB)

    Meneses V, J.A.; Caballero S, C. [Facultad de Educacion, Universidad de Burgos (Venezuela)

    2003-07-01

    In order to design didactic units a model is proposed which includes the following items: justify the subject of study, carry out a didactic approach and scientific analysis, specify the main principles, spell out the teaching materials and their sequence, define the teaching process and the activities programme, and finally to agree on the criteria and assessment strategies involved. An example of a lesson about the energy concept is shown. (Author)

  13. About the psycholinguistic models of the writing process for a didactics of written production1

    OpenAIRE

    Garcia-Debanc, Claudine; Fayol, Michel

    2013-01-01

    This article problematises the possible areas of cooperation between psycholinguists and specialists in didactics by underlining both the interests of an interaction between them and the specific and complementary mission of both fields.After a historic overview of how references to psycholinguistic works emerged in the research on the didactics of written production, the main models of verbal production, especially of written verbal production, published during the 1980s and1990s are present...

  14. Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland.

    Science.gov (United States)

    Janhonen, S

    1991-08-01

    In this article the didactic perspectives of nurse instructors (NIs) is examined with the help of andragogy defined by the concepts of self-directed learning, learning as a process and lifelong learning. The results of a pilot study of ongoing research on the educational perspective of NIs, are used as examples to discuss how far NIs have accepted the features of andragogy as their didactic perspective both in their public stance and in their actions as described by NIs themselves.

  15. Bildung and subject didactics exploring a classical concept for building new insights

    OpenAIRE

    Schneuwly, Bernard; Vollmer, Helmut Johannes

    2017-01-01

    In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1) Presenting results of a historical research on the process of didactic transposition of grammar in the 19th century, we show that Bildung seems to function ...

  16. Psy-feld: An Innovative Didactic Using the TV Show Seinfeld to Teach Delusional Disorder Subtypes.

    Science.gov (United States)

    Tobia, Anthony; Bisen, Viwek; Zimmerman, Aphrodite; Trenton, Adam; Dix, Ebony; Dobkin, Roseanne

    2015-08-01

    The primary purpose of this article is to introduce Psy-feld, an innovative didactic used to review mental disorders through discussion of the interpersonal relationships of the fictional characters created in Larry David's situational comedy, Seinfeld. To introduce this novel didactic, several peripheral Seinfeld characters were selected, who while not afflicted with a psychotic disorder, demonstrate traits that serve to facilitate discussion to review the different subtypes of Delusional Disorder. Psy-feld is a 30-min faculty-facilitated didactic where a selected episode of the sitcom allows for review of multidisciplinary content areas considered germane to the practice of psychiatry. At Rutgers-Robert Wood Johnson Medical School, 104 third-year medical students rotated on the Consultation-Liaison Service from July 2011-March 2014 and participated in Psy-feld. Of the 104 students who participated in Psy-feld, 99 completed surveys on the didactic. Students found the didactic to be of high quality, believed it enhanced their learning, and thought that it prepared them for their final SHELF exam. Students also found it enjoyable and preferred the didactic to more traditional forms of teaching such as large group lectures. Psy-feld is an example of an innovative teaching method that medical students found informative in reviewing teaching points of Delusional Disorder.

  17. Didactical design based on sharing and jumping tasks for senior high school chemistry learning

    Science.gov (United States)

    Fatimah, I.; Hendayana, S.; Supriatna, A.

    2018-05-01

    The purpose of this research is to develop the didactical design of senior high school chemistry learning based on sharing and jumping tasks in shift equilibrium chemistry. Sharing tasks used to facilitate students slow learners with help by other students of fast learners so they engage in learning. While jumping tasks used to challenge fast learners students so they didn’t feel bored in learning. In developing the didactic design, teacher activity is not only to focus on students and learning materials but also on the relationship between students and learning materials. The results of the analysis teaching plan of shift equilibrium chemistry in attached Senior High School to Indonesia University of Education showed that the learning activities more focus on how the teacher teaches instead of how the process of students’ learning. The use of research method is didactical design research (DDR). Didactical design consisted of three steps i.e. (a) analysing didactical condition before learning, (b) analyzing metapedadidactical, and (c) analyzing retrospective. Data were collected by test, observations, interviews, documentation and recordings (audio and video).The result showed that the didactical design on shift equilibrium chemistry was valid.

  18. Analysis of the benefits of designing and implementing a virtual didactic model of multiple choice exam and problem-solving heuristic report, for first year engineering students

    OpenAIRE

    Bennun, Leonardo; Santibanez, Mauricio

    2015-01-01

    Improvements in performance and approval obtained by first year engineering students from University of Concepcion, Chile, were studied, once a virtual didactic model of multiple-choice exam, was implemented. This virtual learning resource was implemented in the Web ARCO platform and allows training, by facing test models comparable in both time and difficulty to those that they will have to solve during the course. It also provides a feedback mechanism for both: 1) The students, since they c...

  19. Beyond the didactic classroom: educational models to encourage active student involvement in learning.

    Science.gov (United States)

    Shreeve, Michael W

    2008-01-01

    In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.

  20. Effective didactic skills training for teachers in continuing medical education

    International Nuclear Information System (INIS)

    Hofer, M.; Abanador, N.; Moedder, U.

    2005-01-01

    Purpose: To develop, test, evaluate and implement effective state-of-the-art teacher training in didactic skills and methods. The training concept should be designed and beneficial for medical teachers' postgraduate medical education (CME). Materials and methods: A 5-day workshop with 12 theoretical and 9 'hands-on' modules was designed and stepwise improved, according to the trainees' feedback. All trainees were trained in small groups (6 to 10 participants per workshop). The workshops consisted of mini-lectures, repeated micro teaching exercises and video-supported feedback concerning the following key-competencies: Communication of goals; methods to trigger interactivity; design of slides in power point presentations; effective feedback-techniques; and use of media, time-management, skills teaching, assessment methods (e.g. OSCE and others), evaluation and general presentation skills. The evaluation was based on two components: (A) trainees' scores in two objective structured teaching exercises (OSTEs) at the beginning and end of workshop, with the ratings of 15 to 20 external observers checked for significant trends (Pearson's X 2 test) in 17 givencriteria for high teaching effectiveness; (B) the trainees rated 20 teaching competencies in a retrospective 'pre-post-analysis' (self-assessment questionnaire) at the end of each workshop and after 6 to 12 months later. Results: The results revealed highly significant (p<0.01) improvements in 13 of 16 OSTE-criteria and in 12 of 13 items of the pre-post-analysis, predominantly estimated to be 'persistent'. Overall, trainees' feedback has been highly encouraging to continue and broaden the program. The discussion covers potential factors for the training success as well as pitfalls and the controversial issue of fees. (orig.)

  1. On the Nature of the Semiotic Structure of the Didactic Action: The Joint Action Theory in Didactics within a Comparative Approach

    Science.gov (United States)

    Sensevy, Gérard; Gruson, Brigitte; Forest, Dominique

    2015-01-01

    In this paper, we first sketch the joint action theory paradigm from a general viewpoint in sciences of culture. Then we specify this generic description by focusing on the joint action theory in didactics (JATD). We elaborate on three currently developed elements of the theory: the reticence-expression dialectics; the contract-milieu dialectics,…

  2. Web-based virtual microscopy at the RWTH Aachen University: didactic concept, methods and analysis of acceptance by the students.

    Science.gov (United States)

    Merk, Magdalene; Knuechel, Ruth; Perez-Bouza, Alberto

    2010-12-20

    Fundamental knowledge of microscopic anatomy and pathology has always been an essential part in medical education. The traditional didactic concept comprises theoretical and practical lessons using a light microscope and glass slides. High-speed Internet connections and technical improvement in whole-slide digital microscopy (commonly termed "virtual microscopy") provide a new and attractive approach for both teachers and students. High picture quality and unlimited temporal and spatial availability of histology samples from different fields are key advantages of web-based digital microscopy. In this report we discuss the technical requirements, system efficiency, optical resolution and didactic concept. Furthermore, we present a review of the experience gained in the course of one year based on an analysis of student acceptance. Three groups with a total of 192 students between the 3rd and 5th year of medical studies attending the practical courses of general and advanced histopathology had access to both glass-mounted and digitalized slides. Prior to exams, students were asked to answer an anonymous questionnaire. The results of the study reflect the high acceptance and intensive use of the web-based digital histology by students, thus encouraging the development of further Web-based learning strategies for the teaching of histology and pathology. 2010 Elsevier GmbH. All rights reserved.

  3. Asynchronous vs didactic education: it’s too early to throw in the towel on tradition

    Science.gov (United States)

    2013-01-01

    Background Asynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent. Methods This was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale. Results 44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores −14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [−3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous

  4. Asynchronous vs didactic education: it's too early to throw in the towel on tradition.

    Science.gov (United States)

    Jordan, Jaime; Jalali, Azadeh; Clarke, Samuel; Dyne, Pamela; Spector, Tahlia; Coates, Wendy

    2013-08-08

    Asynchronous, computer based instruction is cost effective, allows self-directed pacing and review, and addresses preferences of millennial learners. Current research suggests there is no significant difference in learning compared to traditional classroom instruction. Data are limited for novice learners in emergency medicine. The objective of this study was to compare asynchronous, computer-based instruction with traditional didactics for senior medical students during a week-long intensive course in acute care. We hypothesized both modalities would be equivalent. This was a prospective observational quasi-experimental study of 4th year medical students who were novice learners with minimal prior exposure to curricular elements. We assessed baseline knowledge with an objective pre-test. The curriculum was delivered in either traditional lecture format (shock, acute abdomen, dyspnea, field trauma) or via asynchronous, computer-based modules (chest pain, EKG interpretation, pain management, trauma). An interactive review covering all topics was followed by a post-test. Knowledge retention was measured after 10 weeks. Pre and post-test items were written by a panel of medical educators and validated with a reference group of learners. Mean scores were analyzed using dependent t-test and attitudes were assessed by a 5-point Likert scale. 44 of 48 students completed the protocol. Students initially acquired more knowledge from didactic education as demonstrated by mean gain scores (didactic: 28.39% ± 18.06; asynchronous 9.93% ± 23.22). Mean difference between didactic and asynchronous = 18.45% with 95% CI [10.40 to 26.50]; p = 0.0001. Retention testing demonstrated similar knowledge attrition: mean gain scores -14.94% (didactic); -17.61% (asynchronous), which was not significantly different: 2.68% ± 20.85, 95% CI [-3.66 to 9.02], p = 0.399. The attitudinal survey revealed that 60.4% of students believed the asynchronous modules were educational and 95

  5. Initiation to scientific literacy in early years of elementary school: contributions of a didactic sequence

    Directory of Open Access Journals (Sweden)

    Juliana Pinto Viecheneski

    2013-12-01

    Full Text Available This article presents the results of a research professional, which was developed in the context of the early years of elementary school, from the application of a didactic sequence, with a view to initiation of scientific literacy of students in the literacy process of language. The methodological approach was qualitative, interpretative nature. The subjects were the students of 1st year 1st Cycle of Basic Education in a public school in Ponta Grossa - PR. The data were collected through observation, application of diagnostic testing, audio recordings, photographs, written records, illustrations and posttest. The theory History Cultural Development made the analysis of pedagogical actions and reflections on them. The main results indicate that the activities of the instructional sequence, contributed to the progressive advancement of the students' knowledge in relation to the area of science and basic scientific literacy, and also contributed to make learning the language more contextualized and interdisciplinary. It is noted that this work requires a teacher to assume the role of mediator between the scientific and the children, as well as requires the understanding that, as the subject entered the technological means, students in the early years have a right to access scientific culture. In this perspective, respecting the level of development of the children, the teacher can provide challenges and mediations necessary for the gradual construction of scientific knowledge, the first years of elementary school.

  6. EncyCloudPrado: didactic possibilities of new technologies for accessing information in museums

    Directory of Open Access Journals (Sweden)

    Carolina Fernández Castrillo

    2017-01-01

    Full Text Available The role and the development of museums in the contemporary world is closely related to the possibilities offered by the information and communication technologies (ICT. In line with the educational vocation of museums as cultural institutions, this paper offers a didactic resource to provide an easier access to information and the visualization of the cultural background in the digital age. In the framework of this research it was created the prototype EncyCloudPrado (2016, an interactive installation that allows searches through the online Museo Nacional del Prado's encyclopedia. The results are projected on a 360-degree widescreen as dynamic collages of sounds, documents and images, turning web browsing into a spatial experience. The aim of this study is to determine the degree of acceptance of the use of interactive installations in immersive environments by the generation Z as possible learning tools. It will also be assessed if this type of initiatives may be an incentive to attract more visits to museums and to promote the access to their funds.

  7. The curricular training and the didactics in training of teachers: challenges and possibilities

    Directory of Open Access Journals (Sweden)

    Cyntia Graziella Guizelim Simões Girotto

    2013-01-01

    Full Text Available In this paper we addressed aspects of the disciplines “Curricular Training” and “Didactics” in the Pedagogy Course in training of teachers. The main objective is to emphasize upon submission of the work that we do in our teaching practice in the mentioned disciplines, the importance of linking the theory and the practice in training of teachers so that the teaching in the university it is not decontextualized but enriched with the issues of everyday school life. In this sense, we address, initially, the aspects of the Curricular training as a mediator link of the learning, of the articulation of the curriculum and of the practices and, in this view, as a productive conduit between the university and the basic education, stressing the need for the reception of the contribution that each institutions within its specificity, must provide in the training courses. In sequence, we present aspects of the structure of the work we do with our students in Early Childhood Education Curricular Training. Finally, are detailed the aspects of a Didactics for the teachers of early childhood education and for the early years of Fundamental Education, focusing on narratives of in-service teachers on their experiences teaching in search of new systematization of pedagogical practice and on by own teachers.

  8. Amount of Genetics Education is Low Among Didactic Programs in Dietetics.

    Science.gov (United States)

    Beretich, Kaitlan; Pope, Janet; Erickson, Dawn; Kennedy, Angela

    2017-01-01

    Nutritional genomics is a growing area of research. Research has shown registered dietitian nutritionists (RDNs) have limited knowledge of genetics. Limited research is available regarding how didactic programs in dietetics (DPDs) meet the genetics knowledge requirement of the Accreditation Council for Education in Nutrition and Dietetics (ACEND®). The purpose of this study was to determine the extent to which the study of nutritional genomics is incorporated into undergraduate DPDs in response to the Academy of Nutrition and Dietetics position statement on nutritional genomics. The sample included 62 DPD directors in the U.S. Most programs (63.9%) reported the ACEND genetics knowledge requirement was being met by integrating genetic information into the current curriculum. However, 88.7% of programs reported devoting only 1-10 clock hours to genetics education. While 60.3% of directors surveyed reported they were confident in their program's ability to teach information related to genetics, only 6 directors reported having specialized training in genetics. The overall amount of clock hours devoted to genetics education is low. DPD directors, faculty, and instructors are not adequately trained to provide this education to students enrolled in DPDs. Therefore, the primary recommendation of this study is the development of a standardized curriculum for genetics education in DPDs.

  9. DIDACTIC PRINCIPLES OF THE FORMATION OF STUDENTS’ SUBJECT POSITION

    Directory of Open Access Journals (Sweden)

    R. M. Garanina

    2017-01-01

    picture of design, organization and realization of the continuous didactic process of a subject position formation.Practical significance. The thesis and conclusions of the article can be used to improve the modern concept of the subject position formation of students in the university educational space. 

  10. Overview of Didactic Methodical Organization of University Teaching by Bologna Concept of Higher Education

    Directory of Open Access Journals (Sweden)

    Nedim Čirić

    2016-01-01

    Full Text Available Reassessment of the existing didactic-methodological organization within the University lectures as well as the role of students and University lecturers is a result of the current process of higher education reforms. The advancement of pedagogical and didactic-methodological competences of university lecturers represents an imperative in reaching a high quality education. The results of this research may function as a starting point in the self-evaluation of University lecturers. The point of this work was to present didactic and methodical elements of contemporary university teaching, according to Bologna concept of higher education, and position of students. Taking into consideration the very definition and didactic methodological structure and legality of teaching, researches related to representation of individual didactic and methodical elements of contemporary university teaching are presented, which relate to forms of teaching, methods of teaching and application of teaching and technical aids. In the context of the current reform of the high education and considering the Bologna Declaration it could be concluded that contemporary university teaching is marked with cooperative interactive teaching in which the position of students and teachers is defined as partnership.

  11. Utilising the `3P-model' to Characterise the Discipline of Didactics of Science

    Science.gov (United States)

    Adúriz-Bravo, Agustín; Izquierdo-Aymerich, Mercè

    In our research within didactics of science, we have been exploring contributions of the so called cognitive models from contemporary philosophy of science. We have used these philosophical frameworks on different levels. As an outcome, we have formulated a model of didactics of science according to which this discipline adapts and transforms theoretical contributions from different scholarly fields. In this paper, we concentrate on this description of didactics of science, which we have called the 3P-model (i.e., philosophy + psychology + pedagogy). This model of the internal functioning of the discipline may be useful to make innovations in science curriculum design and re-conceptualise the role of science teachers as professionals. We see didactics of science as a set of interrelated activities, performed by different individuals, and ranging from theoretical production to practice of science education at school. We find the concept of technoscience suitable to account for this diversity of goals. According to this concept, scientific disciplines are identified both with generation of knowledge and with active intervention on the world. Within current didactics of science, we recognise several kinds of research, having goals more or less directed to practical intervention in science education.

  12. Meta-Theoretical Contributions to the Constitution of a Model-Based Didactics of Science

    Science.gov (United States)

    Ariza, Yefrin; Lorenzano, Pablo; Adúriz-Bravo, Agustín

    2016-10-01

    There is nowadays consensus in the community of didactics of science (i.e. science education understood as an academic discipline) regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of `theoretical model', stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model (and of other meta-theoretical ideas). In this sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a `semantic family', and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family.

  13. Providing nuclear pharmacy education via the internet

    International Nuclear Information System (INIS)

    Hilliard, N.L.; Pickett, M.; Thaxton, P.; Norenberg, J.P.; Wittstrom, K.; Rhodes, B.

    2002-01-01

    Aim: (1) Increase the nuclear pharmacy education opportunities across the United States and the around the world. (2) Establish collaborative educational agreements between colleges of pharmacy and local nuclear pharmacy preceptors. (3) Decrease the shortage of radio pharmacists. 4) Provide nuclear education courses to supplement existing educational programs. Materials and Methods: Nuclear Education Online (www.nuclearonline.org) is an educational consortium between the University of Arkansas for Medical Sciences and the University of New Mexico. The faculty members from each institution have collaborated to design an online didactic curriculum and experiential training materials. The didactic portion is delivered via WebCT (www.webct.com) and involves interactive studies with faculty from UNM and UAMS. The student-centered curriculum is based on the APhA Syllabus for Nuclear Pharmacy Training and includes interactive web-based course materials, discussion groups, preceptor-led activities and problem-based learning (PBL) case studies based upon actual clinical studies and real-life pharmacy situations. Individual units of study include Nuclear Physics, Radiation Biology, Radiation Safety, Instrumentation, and Radiochemistry/Radiopharmacology. Students can begin the program at anytime. Once a cohort of students is established, the students proceed through the PBL cases, working interactively as a group. Results: Since June 2001, over 26 students have completed the 10-week certificate program. These students have been located across the U.S. and in Saudi Arabia. Fifteen students have completed individual courses in nuclear physics and instrumentation through colleges of pharmacy course offerings using the NEO faculty as instructors. Student evaluations revealed that 78% of the students thought that the NEO program was a 'great way to learn' (highest rating). When comparing PBL to a traditional classroom setting, two thirds of students preferred problem

  14. In-class didactic versus self-directed teaching of the probe-based confocal laser endomicroscopy (pCLE) criteria for Barrett's esophagus.

    Science.gov (United States)

    Rzouq, Fadi; Vennalaganti, Prashanth; Pakseresht, Kavous; Kanakadandi, Vijay; Parasa, Sravanthi; Mathur, Sharad C; Alsop, Benjamin R; Hornung, Benjamin; Gupta, Neil; Sharma, Prateek

    2016-02-01

    Optimal teaching methods for disease recognition using probe-based confocal laser endomicroscopy (pCLE) have not been developed. Our aim was to compare in-class didactic teaching vs. self-directed teaching of Barrett's neoplasia diagnosis using pCLE. This randomized controlled trial was conducted at a tertiary academic center. Study participants with no prior pCLE experience were randomized to in-class didactic (group 1) or self-directed teaching groups (group 2). For group 1, an expert conducted a classroom teaching session using standardized educational material. Participants in group 2 were provided with the same material on an audio PowerPoint. After initial training, all participants graded an initial set of 20 pCLE videos and reviewed correct responses with the expert (group 1) or on audio PowerPoint (group 2). Finally, all participants completed interpretations of a further 40 videos. Eighteen trainees (8 medical students, 10 gastroenterology trainees) participated in the study. Overall diagnostic accuracy for neoplasia prediction by pCLE was 77 % (95 % confidence interval [CI] 74.0 % - 79.2 %); of predictions made with high confidence (53 %), the accuracy was 85 % (95 %CI 81.8 % - 87.8 %). The overall accuracy and interobserver agreement was significantly higher in group 1 than in group 2 for all predictions (80.4 % vs. 73 %; P = 0.005) and for high confidence predictions (90 % vs. 80 %; P didactic teaching enables significantly better recognition of the pCLE features of Barrett's esophagus than self-directed teaching. The in-class didactic group had a shorter learning curve and were able to achieve 90 % accuracy for their high confidence predictions. © Georg Thieme Verlag KG Stuttgart · New York.

  15. Knowledge of thromboprophylaxis guidelines pre- and post-didactic lectures during a venous thromboembolism awareness day at a tertiary-care hospital.

    Science.gov (United States)

    Al-Dorzi, Hasan M; Cherfan, Antoine; Al-Harbi, Shmylan; Al-Askar, Ahmad; Al-Azzam, Saleh; Hroub, Ahmad; Olivier, Joan; Al-Hameed, Fahad; Al-Moamary, Mohamed; Abdelaal, Mohamed; Poff, Gregory A; Arabi, Yaseen M

    2013-07-01

    Didactic lectures are frequently used to improve compliance with practice guidelines. This study assessed the knowledge of health-care providers (HCPs) at a tertiary-care hospital of its evidence-based thromboprophylaxis guidelines and the impact of didactic lectures on their knowledge. The hospital launched a multifaceted approach to improve thromboprophylaxis practices, which included posters, a pocket-size guidelines summary and didactic lectures during the annual thromboprophylaxis awareness days. A self-administered questionnaire was distributed to HCPs before and after lectures on thromboprophylaxis guidelines (June 2010). The questionnaire, formulated and validated by two physicians, two nurses and a clinical pharmacist, covered various subjects such as risk stratification, anticoagulant dosing and the choice of anticoagulants in specific clinical situations. Seventy-two and 63 HCPs submitted the pre- and post-test, respectively (62% physicians, 28% nurses, from different clinical disciplines). The mean scores were 7.8 ± 2.1 (median = 8.0, range = 2-12, maximum possible score = 15) for the pre-test and 8.4 ± 1.8 for the post-test, P = 0.053. There was no significant difference in the pre-test scores of nurses and physicians (7.9 ± 1.7 and 8.2 ± 2.4, respectively, P = 0.67). For the 35 HCPs who completed the pre- and post-tests, their scores were 7.7 ± 1.7 and 8.8 ± 1.6, respectively, P = 0.003. Knowledge of appropriate anticoagulant administration in specific clinical situations was frequently inadequate, with approximately two-thirds of participants failing to adjust low-molecular-weight heparin doses in patients with renal failure. Education via didactic lectures resulted in a modest improvement of HCPs' knowledge of thromboprophylaxis guidelines. This supports the need for a multifaceted approach to improve the awareness and implementation of thromboprophylaxis guidelines.

  16. THE CONCEPT OF USING EVOLUTIONARY ALGORITHMS AS TOOLS FOR OPTIMAL PLANNING OF MULTIMODAL COMPOSITION IN THE DIDACTIC TEXTS

    Directory of Open Access Journals (Sweden)

    Marek A. Jakubowski

    2014-11-01

    Full Text Available At the beginning we would like to provide a short description of the new theory of learning in the digital age called connectivism. It is the integration of principles explored by the following theories: chaos, network, complexity and self-organization. Next, we describe in short new visual solutions for the teaching of writing so called multimodal literacy 5–11. We define and describe the following notions: multimodal text and original theory so called NOS (non-optimum systems methodology as a basis for new methods of visual solutions at the classes and audiovisual texts applications. Especially, we would like to emphasize the tremendous usefulness of evolutionary algorithms VEGA and NSGA as tools for optimal planning of multimodal composition in teaching texts. Finally, we give some examples of didactic texts for classrooms, which provide a deep insight into learning skills and tasks needed in the Internet age.

  17. The system of the didactic principles with applicability in teaching economics

    Directory of Open Access Journals (Sweden)

    Daliana Ecaterina TASCOVICI

    2011-06-01

    Full Text Available The present paper aims to present the system of didactic principles and  offer several models of  didactic tasks  used in teaching Economic objects, but they can be broaden to any other school objects,  in accordance with the presented approaches and their specific features. Thus, we presented the following principles: the principle of the active and conscious appropriation of the knowledge and skills; the intuition principle or of the unity between real and abstract, between rational and sensorial; the principle of accessibility and of respecting the students’ age and individual particularities; the principle of connecting theory with practice; the principle of knowledge systematization and continuity; the principle of the rigorous and durable appropriation of the knowledge, abilities and skills; the principle of assuring the feed-back within the system of learning. The didactic tasks are found after every above mentioned principle. The work is suitable for mainly probationer students and for teachers.

  18. Training Students’ Science Process Skills through Didactic Design on Work and Energy

    Science.gov (United States)

    Ramayanti, S.; Utari, S.; Saepuzaman, D.

    2017-09-01

    Science Process Skills (SPS) has not been optimally trained to the students in the learning activity. The aim of this research is finding the ways to train SPS on the subject of Work and Energy. One shot case study design is utilized in this research that conducted on 32 students in one of the High Schools in Bandung. The students’ SPS responses were analyzed by the development SPS based assessment portfolios. The results of this research showed the didactic design that had been designed to training the identifying variables skills, formulating hypotheses, and the experiment activity shows the development. But the didactic design to improve the students’ predicting skills shows that the development is still not optimal. Therefore, in the future studies need to be developed the didactic design on the subject Work and Energy that exercising these skills.

  19. Technological Factors, User Characteristics and Didactic Strategies in Educational Virtual Environments

    DEFF Research Database (Denmark)

    Natsis, Antonios; Vrellis, Ioannis; Papachristos, Nikiforos

    2012-01-01

    Technological factors, user characteristics and didactic strategies do not function consistently across Educational Virtual Environments. This study investigates the impact of viewing condition and didactic strategy on attention allocation, suspension of disbelief, spatial presence, and learning...... outcomes in an Educational Virtual Environment concerning ancient Greek pottery. Our results show that the viewing condition does not affect attention allocation, suspension of disbelief, and spatial presence. Learning outcomes are better in the monoscopic viewing condition. Didactic strategy has an impact...... on suspension of disbelief and learning outcomes. Domain specific interest associates with higher level of attention allocation and spatial presence, while spatial presence is not related to learning outcomes. More research is needed in order to identify the role of each one of the above factors in Educational...

  20. Arts-based research and the search for didactical potentials in haiku poems

    DEFF Research Database (Denmark)

    Knudsen, Lars Emmerik Damgaard

    Material Culture Didactics that I teach at the department of Education in Faculty of Arts at Aarhus University, Denmark. Material Culture Didactics celebrates its 10th year anniversary but compared to the parallel subjects of Danish, Math and Music the didactical literature and research on Material Culture......Research topic Arts based research is a broad notion that covers in principle all forms of arts in an exploration of how research can be planned, conducted, presented through and with the use of art, and hence how research with a greater emphasis on continuing and creative processes in and between...... the researcher, the informants and the audience can be perceived in ways that transcends quantitative and qualitative research. Arts based research enjoys more attention in North America and Southern Europe than in the Nordic countries even though not entirely ignored in a Danish context. In my research I...

  1. Didactic strategy for the interdisciplinary formation of the Physical culture graduate

    Directory of Open Access Journals (Sweden)

    Jacinto Enrique Mendoza-Díaz

    2015-04-01

    Full Text Available In the Physical Culture and Sports sciences University of Santiago de Cuba are developed different scientific research projects, one of them is named Professional's Formati on, in which are registered the results of the research that is proposing. The investigative task that is the study object is conceived a didactic methodological strategy that promote a teaching learning process from a holistic approach of knowledge, skill s, values, methodologies and ways of thinking that point to interdisciplinary. In essence, the present work proposes a didactic strategy for the interdisciplinary formation of the Physical Culture graduate; it has as objective to develop the interdisciplin ary formation that favors a coherent performance in the academic, working and investigative activities they do. The didactic strategy presents necessary important aspects for the teachers and students in its structural conception, it is structured in three stages with a system of actions that in the educative practice lead to the Physical Culture graduate interdisciplinary formation.

  2. A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

    Energy Technology Data Exchange (ETDEWEB)

    Jagadeesan, Vikrant S. [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States); Raleigh, David R. [Department of Radiation Oncology, School of Medicine, University of California–San Francisco, San Francisco, California (United States); Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J. [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States); Golden, Daniel W., E-mail: dgolden@radonc.uchicago.edu [Department of Radiation and Cellular Oncology, Pritzker School of Medicine, University of Chicago, Chicago, Illinois (United States)

    2014-01-01

    Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These

  3. A national radiation oncology medical student clerkship survey: didactic curricular components increase confidence in clinical competency.

    Science.gov (United States)

    Jagadeesan, Vikrant S; Raleigh, David R; Koshy, Matthew; Howard, Andrew R; Chmura, Steven J; Golden, Daniel W

    2014-01-01

    Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank-sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results support further development of structured didactic

  4. Management of simulated maternal cardiac arrest by residents: didactic teaching versus electronic learning.

    Science.gov (United States)

    Hards, Andrea; Davies, Sharon; Salman, Aliya; Erik-Soussi, Magda; Balki, Mrinalini

    2012-09-01

    Successful resuscitation of a pregnant woman undergoing cardiac arrest and survival of the fetus require prompt, high-quality cardiopulmonary resuscitation. The objective of this observational study was to assess management of maternal cardiac arrest by anesthesia residents using high-fidelity simulation and compare subsequent performance following either didactic teaching or electronic learning (e-learning). Twenty anesthesia residents were randomized to receive either didactic teaching (Didactic group, n = 10) or e-learning (Electronic group, n = 10) on maternal cardiac arrest. Baseline management skills were tested using high-fidelity simulation, with repeat simulation testing one month after their teaching intervention. The time from cardiac arrest to start of perimortem Cesarean delivery (PMCD) was measured, and the technical and nontechnical skills scores between the two teaching groups were compared. The median [interquartile range] time to PMCD decreased after teaching, from 4.5 min [3.4 to 5.1 min] to 3.5 min [2.5 to 4.0 min] (P = 0.03), although the change within each group was not statistically significant (Didactic group 4.9 to 3.8 min, P = 0.2; Electronic group 3.9 to 2.5 min, P = 0.07; Didactic group vs Electronic group, P = 1.0). Even after teaching, only 65% of participants started PMCD within four minutes. Technical and nontechnical skills scores improved after teaching in both groups, and there were no differences between the groups. There are gaps in the knowledge and implementation of resuscitation protocols and the recommended modifications for pregnancy among residents. Teaching can improve performance during management of maternal cardiac arrest. Electronic learning and didactic teaching offer similar benefits.

  5. A National Radiation Oncology Medical Student Clerkship Survey: Didactic Curricular Components Increase Confidence in Clinical Competency

    International Nuclear Information System (INIS)

    Jagadeesan, Vikrant S.; Raleigh, David R.; Koshy, Matthew; Howard, Andrew R.; Chmura, Steven J.; Golden, Daniel W.

    2014-01-01

    Purpose: Students applying to radiation oncology residency programs complete 1 or more radiation oncology clerkships. This study assesses student experiences and perspectives during radiation oncology clerkships. The impact of didactic components and number of clerkship experiences in relation to confidence in clinical competency and preparation to function as a first-year radiation oncology resident are evaluated. Methods and Materials: An anonymous, Internet-based survey was sent via direct e-mail to all applicants to a single radiation oncology residency program during the 2012-2013 academic year. The survey was composed of 3 main sections including questions regarding baseline demographic information and prior radiation oncology experience, rotation experiences, and ideal clerkship curriculum content. Results: The survey response rate was 37% (70 of 188). Respondents reported 191 unique clerkship experiences. Of the respondents, 27% (19 of 70) completed at least 1 clerkship with a didactic component geared towards their level of training. Completing a clerkship with a didactic component was significantly associated with a respondent's confidence to function as a first-year radiation oncology resident (Wilcoxon rank–sum P=.03). However, the total number of clerkships completed did not correlate with confidence to pursue radiation oncology as a specialty (Spearman ρ P=.48) or confidence to function as a first year resident (Spearman ρ P=.43). Conclusions: Based on responses to this survey, rotating students perceive that the majority of radiation oncology clerkships do not have formal didactic curricula. Survey respondents who completed a clerkship with a didactic curriculum reported feeling more prepared to function as a radiation oncology resident. However, completing an increasing number of clerkships does not appear to improve confidence in the decision to pursue radiation oncology as a career or to function as a radiation oncology resident. These results

  6. THE MANAGEMENT OF PERFORMANCE IN THE EVALUATION OF THE DIDACTIC STAFF: ADVANTAGES AND RISKS

    Directory of Open Access Journals (Sweden)

    Victoria GHEORGHE

    2015-11-01

    Full Text Available The legitimacy of stating certain performance standards regarding the didactic profession has found its pros and cons among teachers. This article points out a part of the risks of paying the teachers according to their results. Its purpose is actually that of debating the advantages and risks that the application of such measure presupposes as well as that of pleading for the recognition of the subjective, human, unstandardized component of the didactic expertise. The paying of the teachers according to their performance results should not only be regarded as an economical problem of allothing investments but also as a political issue of real importance for the education of youth.

  7. The Series – Serial work in artistic research and in the didactics of the arts

    Directory of Open Access Journals (Sweden)

    Aslaug Nyrnes

    2013-06-01

    Full Text Available The series is a paradoxical phenomenon in artistic work. The term “series” signifies copying, repetition, reproduction and frequently even trivialization – to break with the idea of the original. However, serial work is simultaneously central both in the work of art and in the didactics of arts and crafts. Using examples in painting and ceramics, this article discusses the series as an epistemological figure and relates the reflection to questions of quality assessment and the building of theory both in the didactics of the arts and in artistic research.

  8. BioDAQ--a simple biosignal acquisition system for didactic use.

    Science.gov (United States)

    Csaky, Z; Mihalas, G I; Focsa, M

    2002-01-01

    A simple non expensive device for biosignal acquisition is presented. It mainly meets the requirements for didactic purposes specific in medical informatics laboratory classes. The system has two main types of devices: 'student unit'--the simplest one, used during lessons on real signals and 'demo unit', which can be also used in medical practice or for collecting biological signals. It is able to record: optical pulse, sphygmogram, ECG (1-4 leads) EEG or EMG (1-4 channels). For didactical purposes it has a large scale of recording options: variable sampling rate, gain and filtering. It can also be used in tele-acquisition via Internet.

  9. Didactic friction – challenges and reflections n interlinking PBL and discipline-specific tuition practices

    DEFF Research Database (Denmark)

    Bejder, Anne Kirkegaard; Larsen, Gunvor Riber; Wind, Simon

    2017-01-01

    This is a discussion paper that is based on the didactics reflections of three junior academics at the Architecture and Urban Design (A&UD) programme at Aalborg University. The discussion is moored in two narratives representing two typical student tuition situations. Unfolding two touch points...... didactic friction. This friction necessitates teachers and supervisors to critically reflect upon their teaching and supervision styles, and upon how ‘the problem’ is put into play in their tuition of students. The paper argues that teachers and supervisors have a heightened obligation and responsibility...

  10. Production of didactic toys to children aged 3–6 years

    OpenAIRE

    Fajdiga, Ani

    2013-01-01

    The motivation for writing my diploma thesis titled Production of didactic toys to children aged 3–6 years came during arts and crafts course at the faculty when I made some didactic toys and took them to the kindergarten. There I observed how children eagerly examined the toys and asked me lots of questions about them with curiosity. Since there are not many good toys with which the children can play in the kindergarten, a thought sprang to mind that the children could acquire new knowledge ...

  11. Pedagogical and didactical rationale of phonemic stimulation process in pre-school age children

    Directory of Open Access Journals (Sweden)

    López, Yudenia

    2010-01-01

    Full Text Available The paper describes the main results of a regional research problem dealing with education in pre-school age. It examines the effectiveness of the didactic conception of the process of phonemic stimulation in children from 3 to 5 years old. The pedagogical and didactic rationale of the process, viewed from the evolutionary, ontogeny, systemic perspective is explained. Likewise, possible scaffolding is illustrated. The suggested procedures focus the provision of support on a systematic and purposely practice which involve first the discrimination of non-verbal sounds and the discrimi-nation of verbal sound later, aiming to the creation of a phonological consciousness.

  12. Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.

    Science.gov (United States)

    Riley, Jeffrey B; Austin, Jon W; Holt, David W; Searles, Bruce E; Darling, Edward M

    2004-09-01

    A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on

  13. Computer Games in Pre-School Settings: Didactical Challenges when Commercial Educational Computer Games Are Implemented in Kindergartens

    Science.gov (United States)

    Vangsnes, Vigdis; Gram Okland, Nils Tore; Krumsvik, Rune

    2012-01-01

    This article focuses on the didactical implications when commercial educational computer games are used in Norwegian kindergartens by analysing the dramaturgy and the didactics of one particular game and the game in use in a pedagogical context. Our justification for analysing the game by using dramaturgic theory is that we consider the game to be…

  14. Combination of Didactic Lectures and Review Sessions in Endocrinology Leads to Improvement in Student Performance as Measured by Assessments

    Science.gov (United States)

    Qureshi, Ayisha; Cozine, Cassy; Rizvi, Farwa

    2013-01-01

    There can be no single best way of learning, and each teaching mode has its own merits and demerits. Didactic lectures in and of themselves are insufficient, whereas a problem-based tutorial alone can be as ineffective. This study was conducted to determine if a problem-based review after didactic lectures would lead to better student performance.…

  15. The relationship between first-year achievement and the pedagogical-didactical fit between secondary school and university

    NARCIS (Netherlands)

    Torenbeek, Marjolein; Jansen, Ellen; Hofman, Adriaan

    2011-01-01

    Central in this study is the degree to which the pedagogical-didactical approach in undergraduate programmes aligns with the pedagogical-didactical approach in secondary schools, and how this is related to first-year achievement. Approaches to teaching at secondary schools and in first-year

  16. Delivery of a urology online course using Moodle versus didactic lectures methods.

    Science.gov (United States)

    Reis, Leonardo Oliveira; Ikari, Osamu; Taha-Neto, Khaled A; Gugliotta, Antonio; Denardi, Fernandes

    2015-02-01

    To subjectively and objectively compare an accessible interactive electronic library using Moodle with lectures for urology teaching of medical students. Forty consecutive fourth-year medical students and one urology teacher were exposed to two teaching methods (4 weeks each) in the form of problem-based learning: - lectures and - student-centered group discussion based on Moodle (modular object-oriented dynamic learning environment) full time online delivered (24/7) with video surgeries, electronic urology cases and additional basic principles of the disease process. All 40 students completed the study. While 30% were moderately dissatisfied with their current knowledge base, online learning course delivery using Moodle was considered superior to the lectures by 86% of the students. The study found the following observations: (1) the increment in learning grades ranged from 7.0 to 9.7 for students in the online Moodle course compared to 4.0-9.6 to didactic lectures; (2) the self-reported student involvement in the online course was characterized as large by over 60%; (3) the teacher-student interaction was described as very frequent (50%) and moderately frequent (50%); and (4) more inquiries and requisitions by students as well as peer assisting were observed from the students using the Moodle platform. The Moodle platform is feasible and effective, enthusing medical students to learn, improving immersion in the urology clinical rotation and encouraging the spontaneous peer assisted learning. Future studies should expand objective evaluations of knowledge acquisition and retention. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

  17. DIDACTIC POTENTIAL OF PUPILS UPBRINGING BY MEANS OF LITARATURE WORKS IN EDUCATIONAL INSTITUTIONS OF WESTERN UKRAINIAN DIASPORA

    Directory of Open Access Journals (Sweden)

    Tetyana Rybak

    2017-07-01

    Full Text Available Didactic potential of upbringing pupils in educational institutions of the Diaspora by means of artistic word has been analyzed. The attention is paid to the function of art – Ukrainian literature, which promotes the formation of fully developed personality, their preparation for the conscious and active labour activity, and therefore upbringing is closely connected with life. It is cleared out that when plunging into the system of the artistic world, the pupil learns from the life of the main positive characters how to live in the society and to be useful, because textbooks and manuals on the native literature, readers in the Diaspora provide the basis for children to learn the behaviour of consciousness, and the latter, as it is known, depends on the construction of the world in themselves, that is called the worldview. It is proved that the powerful moral-educational and artistic-aesthetic potential of Ukrainian literature is being implemented in the books of Western Ukrainian Diaspora with the aim of ethnic and cultural enrichment of pupils and above all the formation of national consciousness of Ukrainian children, active choice of their values of national spirituality. It is established that the didactic potential of the upbringing of pupils by means of artistic word allows instilling love to the native language, to Ukraine, and thus it slows down the process of assimilation. On the basis of the study of the scientific-pedagogical heritage of emigration teachers-philologists, the theoretical approaches and practice of schoolchildren education by means of the word have been analyzed, the significance of their experience for the modern educational practice has been substantiated. The system of education of schoolchildren by means of the word, which has been developed over the years, is actual for the development of pedagogical science and practice. The analysis of pedagogical practice, accumulated didactic potential of upbringing pupils in

  18. Enhancing Engagement in Algebra: Didactical Strategies Implemented and Discussed by Teachers

    Science.gov (United States)

    Nyman, Rimma; Kilhamn, Cecilia

    2015-01-01

    The aim of this study is to investigate student engagement from the point of view of the teacher, by focusing on teacher's didactical strategies used to engage students during algebra introduction. Eight teachers in grade 6 and 7 participated in a focus-group interview study. The findings are based on episodes of student engagement in algebra and…

  19. Information on the Economic--Social Environment as Didactic Material for Bachelor's or Master's Thesis

    Science.gov (United States)

    Tamosiunas, Teodoras

    2006-01-01

    Purpose: The purpose of the research is to investigate how particular information from the environment serves as didactic material for students of Siauliai University Faculty of Social Sciences in learning to carry out scientific analysis and theoretical generalization of data in their theses. Methodology: The main sources--Internet databases,…

  20. Preconditions for Sustainable Changes in Didactics Applying Self-Directed Learning in the General Education School

    Science.gov (United States)

    Kazlauskiene, Ausra; Gaucaite, Ramute; Poceviciene, Rasa

    2016-01-01

    Implementation of the result-oriented (self-)education paradigm in the general education school requires sustainable changes in didactics not only on the strategic document plane but also in educational practice. However, its implementation in practice is complicated. The success of the interaction between theory and practice largely depends on…

  1. Evaluation of elementary teachers' knowledge on fraction multiplication using anthropological theory of the didactic

    DEFF Research Database (Denmark)

    Putra, Zetra Hainul

    Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeological reference models, as a framework to analyse the data. The result showed that only 22...

  2. Does the phenomenon of Open Educational Resources lead to new didactic model? “It depends”

    NARCIS (Netherlands)

    Didderen, Wim; Verjans, Steven

    2012-01-01

    Didderen, W., & Verjans, S. (2012). Does the phenomenon of Open Educational Resources lead to new didactic model? “It depends”. In R. Jacobi, & N. van der Woert (Eds.), Trend Report Open Educational Resources 2012 (pp. 9-15). Utrecht: SURF Foundation - Special Interest Group Open Educational

  3. Teaching Practices in ipad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity

    Science.gov (United States)

    Jahnke, Isa

    2013-01-01

    Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students' creativity and how can they foster students' creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices.…

  4. Research, Practice and Theory in Didactics of Mathematics: Towards Dialogue between Different Fields

    Science.gov (United States)

    Bussi, Maria G. Bartolini; Bazzini, Luciana

    2003-01-01

    Acknowledging the complex relationships which the field of didactics of mathematics has with other research fields (e.g. mathematics, educational sciences, epistemology, history, psychology, semiotics, sociology, cognitive science), the authors analyze in this paper some cases of fruitful and some of failed dialogue between experts of the…

  5. A situated didactics of the philosophy a model to attend the estrangement of the teachers

    Directory of Open Access Journals (Sweden)

    Laura Susana Morales

    2013-01-01

    Full Text Available Training for Philosophy teachers, in the deductive curriculum frames, generates strangeness in those who carry on their internship and their first labor practices, when they come back to school. How to attend this estrangement from a specific didactics of the philosophy without denying the tension among technical, practical and experiential foregrounds? For this, a model denominated as Philosophy’s specific situated didactics is suggested. Such didactics has in its basis, besides the consideration that education is constituted by the tension of the above mentioned foregrounds, a conception of the philosophy referred to as philosophizing Philosophy, which takes into consideration both the subject of the philosophical activity and the disciplinary object, and is opposed to the academism from a perspective that nourishes itself in the situated thought as a philosophic category and in the experience understood as the transformation of subject. That’s why the mentioned didactical model breaks with the explanation, as the university teaching axis, and relies on the narration as the contact point for those involved in the training of trainers and those who begin in Philosophy teaching.

  6. The Investigation of 6th Grade Student Misconceptions Originated from Didactic about the "Digestive System" Subject

    Science.gov (United States)

    Ozgur, Sami; Pelitoglu, Fatma Cildir

    2008-01-01

    In this study, the misconceptions emerged as a result of instruction were examined from the viewpoint of the Didactic Transposition Theory. To this end, two randomly selected sample groups (n = 33 and n = 31) from the students of two nearby schools in downtown Balikesir were included in the study. It was observed that different knowledge…

  7. On Developing Chinese Didactics: A Perspective from the German Didaktik Tradition

    Science.gov (United States)

    Deng, Zongyi

    2013-01-01

    Over the last century, the development of didactics (???) in China has been profoundly influenced by Kairov's theory of pedagogics. The German Didaktik tradition, which can date back to Comenius and Herbart, remains largely unknown to educational scholars in China while they possess basic knowledge of Comenius and Herbart. This article expounds…

  8. Didactical Designs for Students' Proportional Reasoning: An "Open Approach" Lesson and a "Fundamental Situation"

    Science.gov (United States)

    Miyakawa, Takeshi; Winslow, Carl

    2009-01-01

    In this paper, we analyze and compare two didactical designs for introducing primary school pupils to proportional reasoning in the context of plane polygons. One of them is well-documented in the literature; the other one is based on our own data and is accordingly presented and discussed in more detail in this paper. The two designs come from…

  9. Environmental Issues in the Didactic Materials in Schools in Republic of Serbia

    Science.gov (United States)

    Maravic, Milutin; Ivkovic, Sonja; Segedinac, Mirjana; Adamov, Jasna

    2014-01-01

    The main task of the examination is to establish environmental issues in the didactic materials for primary and secondary school in Republic of Serbia. Environmental issues in the secondary school curriculum in Serbia, according to the current educational curricula and educational programs, is limited to general subjects (chemistry and biology…

  10. Conceptual Frameworks in Didactics--Learning and Teaching: Trends, Evolutions and Comparative Challenges

    Science.gov (United States)

    Ligozat, Florence; Almqvist, Jonas

    2018-01-01

    This special issue of the "European Educational Research Journal" presents a series of research papers reflecting the trends and evolutions in conceptual frameworks that took place within the EERA 27 "Didactics--Learning and Teaching" network during its first ten years of existence. Most conceptual tools used in this field were…

  11. A Model of Professional Competences in Mathematics to Update Mathematical and Didactic Knowledge of Teachers

    Science.gov (United States)

    Díaz, Verónica; Poblete, Alvaro

    2017-01-01

    This paper describes part of a research and development project carried out in public elementary schools. Its objective was to update the mathematical and didactic knowledge of teachers in two consecutive levels in urban and rural public schools of Region de Los Lagos and Region de Los Rios of southern Chile. To that effect, and by means of an…

  12. A Didactic Proposal for EFL in a Public School in Cali

    Science.gov (United States)

    Chaves, Orlando; Fernandez, Alejandro

    2016-01-01

    This article reports an action-research project aimed at designing, applying, and assessing a didactic sequence for teaching English as a foreign language in the first grade of a public school in Cali. The article comprises the context, reasons that justified the research, theoretical support, methodology, and results, analyzed through descriptive…

  13. A Didactic Analysis of Content Development during Cooperative Learning in Primary Physical Education

    Science.gov (United States)

    Wallhead, Tristan; Dyson, Ben

    2017-01-01

    The purpose of this study was to use the Joint Action Studies in Didactics (JASD) to understand how teachers' and students' interactions co-construct knowledge during Cooperative Learning (CL). The basis of CL is that students learn with and from each other through a structured interdependent relationship. A case study approach was used to examine…

  14. Vocational Didactics: Core Assumptions and Approaches from Denmark, Germany, Norway, Spain and Sweden

    Science.gov (United States)

    Gessler, Michael; Moreno Herrera, Lázaro

    2015-01-01

    The design of vocational didactics has to meet special requirements. Six core assumptions are identified: outcome orientation, cultural-historical embedding, horizontal structure, vertical structure, temporal structure, and the changing nature of work. Different approaches and discussions from school-based systems (Spain and Sweden) and dual…

  15. Enhancement Process of Didactic Strategies in a Degree Course for Pre-Service Teachers

    Science.gov (United States)

    Garcias, Adolfina Pérez; Marín, Victoria I.

    2017-01-01

    This paper presents a study on the enhancement of didactic strategies based on the idea of personal learning environments (PLE). It was conducted through three iterative cycles during three consecutive academic years according to the phases of design-based research applied to teaching in a university course for pre-service teachers in the…

  16. Bildung and Subject Didactics: Exploring a Classical Concept for Building New Insights

    Science.gov (United States)

    Schneuwly, Bernard; Vollmer, Helmut Johannes

    2018-01-01

    In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1)…

  17. Didactics, Dance and Teacher Knowing in an Upper Secondary School Context

    Science.gov (United States)

    Styrke, Britt-Marie

    2015-01-01

    This article deals with didactics, dance and teacher knowing in an upper secondary school context in Sweden. Dance is referred to as a western theatrical art form as well as to a subject mainly defined through its curriculum. A qualitative interview study with experienced dance teachers constitutes the base on which two overarching theoretical…

  18. Formation of the Professional and Didactic Culture of the Future Teacher

    Science.gov (United States)

    Mirzagitova, Alsu L.; Akhmetov, Linar G.

    2016-01-01

    Relevance: The relevance of the problem under investigation is caused by the fact that the problem of the formation of the professional and didactic culture of future teachers has not been sufficiently elaborated. The purpose of the article: The article aims to the solution of the problem of improving the content of future teachers' training with…

  19. Deepening Prospective Mathematics Teachers' Diagnostic Judgments: Interplay of Videos, Focus Questions and Didactic Categories

    Science.gov (United States)

    Prediger, Susanne; Zindel, Carina

    2017-01-01

    This article combines different conceptualizations of teachers' diagnostic competence in listening to students' mathematical thinking processes on the levels of general perspectives, noticed aspects and activated didactic categories. An empirical study of 159 prospective mathematics teachers' diagnostic judgments investigated how these levels are…

  20. Cheminoes: A Didactic Game to Learn Chemical Relationships between Valence, Atomic Number, and Symbol

    Science.gov (United States)

    Moreno, Luis F.; Hincapié, Gina; Alzate, María Victoria

    2014-01-01

    Cheminoes is a didactic game that enables the meaningful learning of some relations between concepts such as chemical element, valence, atomic number, and chemical symbol for the first 36 chemical elements of the periodic system. Among the students who have played the game, their opinions of the activity were positive, considering the game to be a…

  1. The Importance of Acquiring Pedagogical and Didactic Competencies of Future Teachers--The Croatian Context

    Science.gov (United States)

    Dubovicki, Snježana; Jukic, Renata

    2017-01-01

    This paper emphasizes the importance of developing pedagogical and didactic competencies of graduate students of teachers' education, and certain problems they encountered in acquiring those competencies in the Croatian environment. The goal of the research was to examine the students' (future teachers') assessments of the capability to work with…

  2. A Theoretical Account on the Study of Metaphor in Didactic Discourse

    Science.gov (United States)

    El-Sharif, Ahmad

    2016-01-01

    This article makes a literary review to the linguistic research in the use of metaphor in didactic discourse; especially the religious one. Acknowledging Conceptual Metaphor Theory as the primary theory in the field, the researcher embarks upon how metaphor is perceived and analysed in discourse in order to pertain its persuasive function. The…

  3. Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education

    Science.gov (United States)

    Pepin, Birgit

    2014-01-01

    In this article the concept of the Didactic Contract is used to investigate student "transition" from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his school to a university mathematics course…

  4. Using the construct of the Didactic Contract to understand student transition into university mathematics education.

    NARCIS (Netherlands)

    Pepin, B.

    2014-01-01

    In this article the concept of the Didactic Contract is used to investigate student ‘transition’ from upper secondary into university mathematics education. The findings are anchored in data from the TransMaths project, more particularly the case of an ethnic minority student's journey from his

  5. Challenging the Teaching of Global Ethical Unity: Religious Ethical Claims as Democratic Iterations within Sustainability Didactics

    Science.gov (United States)

    Franck, Olof

    2017-01-01

    The aim of this article is to highlight the role of religiously motivated ethics within the field of sustainability didactics. The article starts with critical reflections on the idea that religion, by proposing claims for knowledge of absolute authorities such as "divine beings or supernatural dimensions", offers capacity for uniting…

  6. DIDACTIC MODEL AS AN EDUCATIONAL TOOL APPLIED IN TEACHING OF CELL ANATOMY

    Directory of Open Access Journals (Sweden)

    Artemisa Amorim da Silva

    2016-09-01

    Full Text Available The didactic models have a prominent role in the chemical and physical education. However, the use of this tool is still little explored in science teaching. In this article, we present a didactic proposal based on the use of representational didactic models to complement the teaching of cellular anatomy. The methodology was tested and evaluated by students of the seventh grade of elementary school in a public school in Tefe, Amazonas. Structured questionnaires were used to assess the perception of knowledge about cellular anatomy, difficulties in understanding the concepts and the importance of using didactic models for learning. The percentage of correct answers in the pre-test ranged from 15% to 54%, while the post-test, this rate was much higher, between 77% to 100%. The percentage of inadequate responses in the pretest demonstrates that traditional teaching activities are not efficient for the promotion of long-term knowledge. In contrast, high levels of correct answers in the post-test suggest that the incorporation of leisure activity - able to arouse curiosity, interest and active participation of students - complements effectively the teaching of anatomy Mobile. With this activity we observed that the educational model is a feasible strategy for effective understanding of the cytological aspects of plant and animal cells. Keywords: Alternative methods; Elementary School; cell anatomy.

  7. SOFTWARE-TOOL PLATFORM OF DIDACTIC DESIGN OF INFORMATION LEARNING ENVIRONMENT IN SECONDARY EDUCATION

    Directory of Open Access Journals (Sweden)

    V.L. Shevchenko

    2010-08-01

    Full Text Available Annotation In the article considered problems of theoretical meaning in the context of terminology that used in distance education, practical aspects of designing methods of didactic implementation and practical solutions as for to organization of information education environment and personal-oriented implementation of its educational process in secondary general education school.

  8. Interdisciplinary Transgender Veteran Care: Development of a Core Curriculum for VHA Providers

    Science.gov (United States)

    Shipherd, Jillian C.; Kauth, Michael R.; Firek, Anthony F.; Garcia, Ranya; Mejia, Susan; Laski, Sandra; Walden, Brent; Perez-Padilla, Sonia; Lindsay, Jan A.; Brown, George; Roybal, Lisa; Keo-Meier, Colton L.; Knapp, Herschel; Johnson, Laura; Reese, Rebecca L.; Byne, William

    2016-01-01

    Abstract Purpose: The Veteran's Health Administration (VHA) has created a training program for interdisciplinary teams of providers on the unique treatment needs of transgender veterans. An overview of this program's structure and content is described along with an evaluation of each session and the program overall. Methods: A specialty care team delivered 14 didactic courses supplemented with case consultation twice per month over the course of 7 months through video teleconferencing to 16 teams of learners. Each team, consisting of at least one mental health provider (e.g., social worker, psychologist, or psychiatrist) and one medical provider (e.g., physician, nurse, physician assistant, advanced practice nurse, or pharmacist), received training and consultation on transgender veteran care. Results: In the first three waves of learners, 111 providers across a variety of disciplines attended the sessions and received training. Didactic topics included hormone therapy initiation and adjustments, primary care issues, advocacy within the system, and psychotherapy issues. Responses were provided to 39 veteran-specific consult questions to augment learning. Learners reported an increase in knowledge plus an increase in team cohesion and functioning. As a result, learners anticipated treating more transgender veterans in the future. Conclusion: VHA providers are learning about the unique healthcare needs of transgender veterans and benefitting from the training opportunity offered through the Transgender Specialty Care Access Network–Extension of Community Healthcare Outcomes program. The success of this program in training interdisciplinary teams of providers suggests that it might serve as a model for other large healthcare systems. In addition, it provides a path forward for individual learners (both within VHA and in the community) who wish to increase their knowledge. PMID:29159298

  9. Focused didactic training for skills lab student tutors - which techniques are considered helpful?

    Science.gov (United States)

    Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

    2012-01-01

    Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors' acceptance and the perceived transferability of attended didactic training modules. The course consisted of five training modules: 1. 'How to present and explain effectively': the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. 2. 'How to explain precisely': Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. 3. 'How to explain on impulse': Spontaneous teaching presentations were simulated and feedback was given. 4. 'Peyton's 4 Step Approach': Peyton's Method for explanation of practical skills was introduced and trained by the participants. 5. 'How to deal with critical incidents': Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. The exercise 'How to present and explain effectively' received the student tutors' highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by 'Peyton's 4 Step Approach' , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in improving their didactic qualification for skills lab

  10. Focused didactic training for skills lab student tutors – which techniques are considered helpful?

    Science.gov (United States)

    Heni, Martin; Lammerding-Köppel, Maria; Celebi, Nora; Shiozawa, Thomas; Riessen, Reimer; Nikendei, Christoph; Weyrich, Peter

    2012-01-01

    Objective: Peer-assisted learning is widely used in medical education. However, little is known about an appropriate didactic preparation for peer tutors. We herein describe the development of a focused didactic training for skills lab tutors in Internal Medicine and report on a retrospective survey about the student tutors’ acceptance and the perceived transferability of attended didactic training modules. Methods: The course consisted of five training modules: ‘How to present and explain effectively’: the student tutors had to give a short presentation with subsequent video analysis and feedback in order to learn methods of effective presentation. ‘How to explain precisely’: Precise explanation techniques were trained by exercises of exact description of geometric figures and group feedback. ‘How to explain on impulse’: Spontaneous teaching presentations were simulated and feedback was given. ‘Peyton’s 4 Step Approach’: Peyton‘s Method for explanation of practical skills was introduced and trained by the participants. ‘How to deal with critical incidents’: Possibilities to deal with critical teaching situations were worked out in group sessions. Twenty-three student tutors participated in the retrospective survey by filling out an electronic questionnaire, after at least 6 months of teaching experience. Results: The exercise ‘How to present and explain effectively’ received the student tutors’ highest rating for their improvement of didactic qualification and was seen to be most easily transferable into the skills lab environment. This module was rated as the most effective module by nearly half of the participants. It was followed by ‘Peyton’s 4 Step Approach’ , though it was also seen to be the most delicate method in regard to its transfer into the skills lab owing to time concerns. However, it was considered to be highly effective. The other modules received lesser votes by the tutors as the most helpful exercise in

  11. Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses

    Science.gov (United States)

    Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal

    2018-01-01

    One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract,…

  12. The Comparison of the Effects of a Didactic Stress Management Program and Group Counselling on the Coping Strategies of School Counsellors

    Science.gov (United States)

    Coban, Aysel Esen; Hamamci, Zeynep

    2009-01-01

    The aim of this study was to compare the effects of a didactic stress management program, group counselling, and a control group on school counsellors' stress coping strategies. Thirty-four school counsellors were randomly assigned to either a didactic stress management group, group counselling, or a control group. The didactic stress management…

  13. To assess whether indoor residual spraying can provide additional protection against clinical malaria over current best practice of long-lasting insecticidal mosquito nets in The Gambia: study protocol for a two-armed cluster-randomised trial

    Directory of Open Access Journals (Sweden)

    Parker David

    2011-06-01

    Full Text Available Abstract Background Recently, there has been mounting interest in scaling-up vector control against malaria in Africa. It needs to be determined if indoor residual spraying (IRS with DDT will provide significant marginal protection against malaria over current best practice of long-lasting insecticidal nets (LLINs and prompt treatment in a controlled trial, given that DDT is currently the most persistent insecticide for IRS. Methods A 2 armed cluster-randomised controlled trial will be conducted to assess whether DDT IRS and LLINs combined provide better protection against clinical malaria in children than LLINs alone in rural Gambia. Each cluster will be a village, or a group of small adjacent villages; all clusters will receive LLINs and half will receive IRS in addition. Study children, aged 6 months to 13 years, will be enrolled from all clusters and followed for clinical malaria using passive case detection to estimate malaria incidence for 2 malaria transmission seasons in 2010 and 2011. This will be the primary endpoint. Exposure to malaria parasites will be assessed using light and exit traps followed by detection of Anopheles gambiae species and sporozoite infection. Study children will be surveyed at the end of each transmission season to estimate the prevalence of Plasmodium falciparum infection and the prevalence of anaemia. Discussion Practical issues concerning intervention implementation, as well as the potential benefits and risks of the study, are discussed. Trial Registration ISRCTN01738840 - Spraying And Nets Towards malaria Elimination (SANTE

  14. Implementation of case studies in undergraduate didactic nursing courses: a qualitative study.

    Science.gov (United States)

    Dutra, Danette K

    2013-07-04

    The implementation of unfolding scenario-based case studies in the didactic classroom is associated with learner-centered education. The utilization of learner-centered pedagogies, such as case studies, removes the focus from the instructor and instead places it on the student. Learner-centered pedagogies are believed to improve students' levels of cognition. The purpose of this study was to examine how nurse educators are implementing the pedagogies of case studies in their undergraduate didactic courses. The goal was to examine, document, report, and, ultimately, implement the strategies. Purposeful sampling was utilized in this qualitative, multisite-designed study. For each of the four participants, three separate site visits were completed. Observations and post-observational interviews took place at each site visit. Transcribed data from interviews, observations, and course documents were imported into the computer program Nvivo8. Repetitive comparative analysis was utilized to complete the data coding process. The guiding research question of this study sought to investigate the implementation strategies of case studies in didactic nursing courses. The implementation of case studies by the participants reflected two primary patterns: Formal Implementation (FI) and Informal Implementation (II) of case studies. The FI of case studies was further divided into two subcategories: Formal Implementation of case studies used Inside the Classroom setting (FIIC) and Formal Implementation of cases studies used Outside of the Classroom (FIOC). Results of this investigation have led to an increased understanding of implementation strategies of unfolding scenario-based case studies in undergraduate nursing didactic courses. Data collected were rich in the description of specific methodologies for utilization of case studies and may serve as a resource for faculty in development of creative strategies to enhance the didactic classroom experience.

  15. A randomized trial comparing didactics, demonstration, and simulation for teaching teamwork to medical residents.

    Science.gov (United States)

    Semler, Matthew W; Keriwala, Raj D; Clune, Jennifer K; Rice, Todd W; Pugh, Meredith E; Wheeler, Arthur P; Miller, Alison N; Banerjee, Arna; Terhune, Kyla; Bastarache, Julie A

    2015-04-01

    Effective teamwork is fundamental to the management of medical emergencies, and yet the best method to teach teamwork skills to trainees remains unknown. In a cohort of incoming internal medicine interns, we tested the hypothesis that expert demonstration of teamwork principles and participation in high-fidelity simulation would each result in objectively assessed teamwork behavior superior to traditional didactics. This was a randomized, controlled, parallel-group trial comparing three teamwork teaching modalities for incoming internal medicine interns. Participants in a single-day orientation at the Vanderbilt University Center for Experiential Learning and Assessment were randomized 1:1:1 to didactic, demonstration-based, or simulation-based instruction and then evaluated in their management of a simulated crisis by five independent, blinded observers using the Teamwork Behavioral Rater score. Clinical performance was assessed using the American Heart Association Advanced Cardiac Life Support algorithm and a novel "Recognize, Respond, Reassess" score. Participants randomized to didactics (n = 18), demonstration (n = 17), and simulation (n = 17) were similar at baseline. The primary outcome of average overall Teamwork Behavioral Rater score for those who received demonstration-based training was similar to simulation participation (4.40 ± 1.15 vs. 4.10 ± 0.95, P = 0.917) and significantly higher than didactic instruction (4.40 ± 1.15 vs. 3.10 ± 0.51, P = 0.045). Clinical performance scores were similar between the three groups and correlated only weakly with teamwork behavior (coefficient of determination [Rs(2)] = 0.267, P teamwork training by expert demonstration resulted in similar teamwork behavior to participation in high-fidelity simulation and was more effective than traditional didactics. Clinical performance was largely independent of teamwork behavior and did not differ between training modalities.

  16. A Randomized Trial Comparing Didactics, Demonstration, and Simulation for Teaching Teamwork to Medical Residents

    Science.gov (United States)

    Keriwala, Raj D.; Clune, Jennifer K.; Rice, Todd W.; Pugh, Meredith E.; Wheeler, Arthur P.; Miller, Alison N.; Banerjee, Arna; Terhune, Kyla; Bastarache, Julie A.

    2015-01-01

    Rationale: Effective teamwork is fundamental to the management of medical emergencies, and yet the best method to teach teamwork skills to trainees remains unknown. Objectives: In a cohort of incoming internal medicine interns, we tested the hypothesis that expert demonstration of teamwork principles and participation in high-fidelity simulation would each result in objectively assessed teamwork behavior superior to traditional didactics. Methods: This was a randomized, controlled, parallel-group trial comparing three teamwork teaching modalities for incoming internal medicine interns. Participants in a single-day orientation at the Vanderbilt University Center for Experiential Learning and Assessment were randomized 1:1:1 to didactic, demonstration-based, or simulation-based instruction and then evaluated in their management of a simulated crisis by five independent, blinded observers using the Teamwork Behavioral Rater score. Clinical performance was assessed using the American Heart Association Advanced Cardiac Life Support algorithm and a novel “Recognize, Respond, Reassess” score. Measurements and Main Results: Participants randomized to didactics (n = 18), demonstration (n = 17), and simulation (n = 17) were similar at baseline. The primary outcome of average overall Teamwork Behavioral Rater score for those who received demonstration-based training was similar to simulation participation (4.40 ± 1.15 vs. 4.10 ± 0.95, P = 0.917) and significantly higher than didactic instruction (4.40 ± 1.15 vs. 3.10 ± 0.51, P = 0.045). Clinical performance scores were similar between the three groups and correlated only weakly with teamwork behavior (coefficient of determination [Rs2] = 0.267, P didactics. Clinical performance was largely independent of teamwork behavior and did not differ between training modalities. PMID:25730661

  17. Recostructing the Physics Teaching Didactic based on Marzano’s Learning Dimension on Training the Scientific Literacies

    Science.gov (United States)

    Karim, S.; Prima, E. C.; Utari, S.; Saepuzaman, D.; Nugaha, M. G.

    2017-02-01

    Scientific literacy is currently considered as an important aspect supporting an useful citizenship ability for civilians inhabiting highly developed countries as well as developing countries. Consequently, certain countries recommended this scientific literacy to be applied at a national curricula. The PISA study showed the Indonesian scientific literacy level of 1, which means as just simple science phenomenon that could be exactly descibed by a student. This condition indicates that common science teachings do not optimally facillitate students to guide the scientific literacy. By proposing this research, the science didactic reconstruction will be offered in order to gain the students’ scientific literacy evaluated from the qualitative analysis of the action research and the students’ respons during learning science. The qualitative evaluation was developed based on the Marzano’s learning dimension about the scientific literacy. This research, involving 29 students as participants, analyzed the improved physics teaching didactic as described in the following sentences. The teaching reconstruction concerned a high attention to the development of the structural knowledge. The knowledge was acquired from a real phenomenon followed by giving the instructed questions as the second learning dimension. The third dimension of learning reconstruction aimed to provide the knowledge repetition on an appropriate science context. At the fourth dimension, the reconstruction should be improved in order to find the best treatment for the students. Hopefully, they can control the physical parameter and evaluate the result of their investigation related to the given science problems. It can be concluded that most of the students were interested in learning science. However, the productive learning didn’t accompany students to the Marzano’s second, third, and fourth learning dimensions.

  18. The drone as an additional risk factor due to conditions not provided for in radiological safety at major events; O drone como fator adicional de risco decorrente de condicoes nao previstas na seguranca radiologica em grandes eventos

    Energy Technology Data Exchange (ETDEWEB)

    Oliveira, Gilberto de Jesus

    2015-07-01

    Major international events are potential targets of terrorist actions, seeking instant publicity that events of this magnitude provide, with the intention of causing terror and disseminate its power to a large number of people worldwide. In this context, the critical analysis of additional risk factor linked to procedures and protocols adopted on radiation safety is important. The possibility of unforeseen situations of risk, especially those resulting from the current global technological development, is a fact. Radioactive material can be used in this type of terrorism in a wide range of devices and illicit trafficking of this material is a reality that worries the International Atomic Energy Agency. In the current technological development scenario of the world, the potential occurrence of terrorist acts using drones combined with radioactive material dispersal devices, is real. The recent history of drones incidents presents cases where, despite not having been necessarily terrorist motivation, their circumstances and characteristics favor the occurrence of malicious acts. This paper proposes to alert the need of updating the current security protocols, considering the potential association of this technology with radioactive dispersal devices. (author)

  19. The status of temporomandibular and cervical spine education in credentialed orthopedic manual physical therapy fellowship programs: a comparison of didactic and clinical education exposure.

    Science.gov (United States)

    Shaffer, Stephen M; Brismée, Jean-Michel; Courtney, Carol A; Sizer, Phillip S

    2015-02-01

    The purpose of this investigation was to establish a baseline of physical therapist education on temporomandibular disorders (TMD)-related topics during credentialed orthopedic manual physical therapy fellowship training and compare it to cervical spine disorders education. An online survey was distributed electronically to each fellowship program credentialed by the American Physical Therapy Association (APTA) and recognized by the Academy of Orthopedic Manual Physical Therapists (AAOMPT). Data were analyzed to compare overall exposure to TMD educational content, including a direct comparison of TMD and cervical spine disorders education. The response rate was 79%. Thirteen programs (87%) reported providing both didactic and clinical training on both TMD and cervical spine disorders. Didactic education for cervical spine disorders ranged from 16-20 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. Clinical education for cervical spine disorders ranged from 11-15 hours to over 25 hours, whereas TMD hours ranged from 0 to 6-10 hours. The number of hours of exposure during didactic training and the number of patients exposed to during clinical training were significantly different when comparing TMD to cervical spine disorders exposure (P<0.0001). The data indicate a lack of uniformity between credentialed fellowship programs in orthopedic manual physical therapy with respect to the extent to which programs expose trainees to evaluation and management of TMD. There is consistency in that all programs provided more training on cervical spine disorders than TMD. Despite a high level of clinical specialization, fellows-in-training receive minimal TMD education.

  20. 'The challenge to take charge of life with long-term illness': nurses' experiences of supporting patients' learning with the didactic model.

    Science.gov (United States)

    Andersson, Susanne; Svanström, Rune; Ek, Kristina; Rosén, Helena; Berglund, Mia

    2015-12-01

    The aim of this implementation study is to describe nurses' experiences of supporting patient learning using the model called 'The challenge to take charge of life with long-term illness'. Supporting patient learning for those suffering from a long-term illness is a complex art in nursing. Genuine learning occurs at a deep and existential level. If the patient's resistance to illness can be challenged and reflected upon, the patient may take charge of his/her life. The project lasted for 2 years and was initiated by a former patient on an assisted haemodialysis ward and involved 14 registered nurses. The project began with a session to review patients' learning and the didactic model. Monthly reflective meetings and group supervisions were held that focused on the nurses' experiences of supporting patient learning. Notes were written during these reflective meetings and group sessions. Data collected from interviews, notes and written stories were subjected to phenomenological analysis. Three aspects of nurses' experiences of the learning support approach were assessed: To have the courage to listen sincerely, a movement from providing information to supporting learning, and to let the patient indicate the direction. The approach resulted in an increased focus on genuine dialogue and the courage to encourage patients to take charge of their health process. The changes in nurses' approach to learning support reveal that they shift from providing information on the disease, illness and treatment to strengthening and supporting the patient in making decisions and taking responsibility. For nurses, the change entails accepting the patient's goals and regarding their own role as supportive rather than controlling. The didactic model and involved supervision contributed to the change in the nurses' approach. The didactic model might be useful in caring for persons with long-term illness, making the care more person-centred and enhancing the patient's self-care ability.

  1. Digital Storytelling as a Pedagogical Tool within a Didactic Sequence in Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Agustín Reyes

    2012-12-01

    Full Text Available Digital storytelling constitutes a pedagogical tool for teachers to work on differentlinguistic skills while generating students’ interest and attention. This studyanalyses the usefulness of including digital storytelling within a didactic sequencein order to work on linguistic routines such as greetings and leave-takings inEnglish as a foreign language. To this aim, we have worked with first yearstudents in the Faculty of Education at the Universitat de València to improve theirability to adapt their language skills to specific situations within common dailyinteraction. We have designed a didactic sequence consisting of differentworkshops that have been put into practice in class. The sequence ends with afinal project in which students are expected to produce their own digital stories,showing thus what they have learnt. This final production has highlighted a clearimprovement in the use of linguistic routines, as well as in the use of morecomplex structures and of varied expressions used to open and close aconversation.

  2. The teaching–learning of Therapeutic Physical Culture from a didactic approach

    Directory of Open Access Journals (Sweden)

    Manuel Alejandro Romero-León

    2017-07-01

    Full Text Available The theoretical analysis of the main references of the Therapeutic Physical Culture, from a didactic perspective, allows to recognize the marked therapeutic intentionality that has prevailed in the teaching-learning of the TPC, to the detriment of the formation for the life and the solution of the problems Which are presented with the disease by the students, independently. Therefore, it is important to promote from the didactics to the teaching of this subject. In order to do so, three fundamental components were elaborated: cultural-procedural, instrumental-executor and an interactive component of personal involvement from which the objectives, contents and methods of the teaching of Therapeutic Physical Culture were strengthened. In this way a process is conceived that enables an active cognitive activity and the formation of abilities for the interaction with the different ailments.

  3. The Theory about didactical situations used to analyze practice related teaching and learning

    DEFF Research Database (Denmark)

    Aarkrog, Vibe

    2018-01-01

    Based on research showing that the students’ challenges in practice based learning can be located to the transitions between theory and practice, this study focuses on how teachers support the students in these transitions. The theoretical framework is mainly Brousseau’s ‘Theory about didactical...... the results show that the Theory of didactical situations can be a useful framework accomplishing practice related teaching and learning. In the discussion a number of challenges in relation to practice related teaching is highlighted focusing on the relation between the five situations in the theory...... situations’ that defines five situations of practice related teaching. The data includes observations combined with interviews of teachers in relation to various examples of practice related teaching in the social and health care programs. Based on the analysis of three examples of practice related teaching...

  4. Digital Picture Production and Picture aesthetic Competency in It-didactic Design

    DEFF Research Database (Denmark)

    Rasmussen, Helle

    , that It and media are only used seldom by 21 % of teachers in Visual Arts and 7 % of teachers in this subject never use It and Media in these lessons. Art teachers – among others - also express the need for continuing education. (Ministeriet for Børn og Undervisning 2011). Since lessons in digital picture...... production have been a demand in Visual Arts in Danish schools for more than two decades, these conditions call for development of new didactic knowledge. Besides new genres and ways of using digital pictures and media continuously develop. (Sørensen 2002). This ought to be an incessant challenge...... subject Visual Arts – and crosswise of subjects in school. The overall research question has been: How can IT-didactic designs support lessons in production of complex meaning in digital pictures and increase the development of pupil’s picture aesthetic competences? By using the expression ‘complex...

  5. Global Experiential and Didactic Education Opportunities at US Colleges and Schools of Pharmacy.

    Science.gov (United States)

    Steeb, David R; Overman, Robert A; Sleath, Betsy L; Joyner, Pamela U

    2016-02-25

    To assess the characteristics of global experiential and didactic education offerings in the pharmacy curricula. A 2-stage web-based review of US colleges and schools of pharmacy identified country locations of international advanced pharmacy practice experiences (APPE), globally focused didactic courses, and whether these offerings were interprofessional. Schools were contacted to confirm their offerings and were asked about student participation and demand. Sixty-four percent of responding schools confirmed an international APPE offering in 67 different countries with an average graduating class participation of 6.1%. Forty-seven percent of responding schools confirmed a globally focused course offering with an average graduating class participation of 13.1%. Almost two thirds of international APPEs and a majority of courses were designated as interprofessional. Student demand did not outweigh supply for either. Colleges and schools of pharmacy in the United States are continuing to develop global education opportunities for students in the classroom and throughout the world.

  6. Medicare Provider Data - Hospice Providers

    Data.gov (United States)

    U.S. Department of Health & Human Services — The Hospice Utilization and Payment Public Use File provides information on services provided to Medicare beneficiaries by hospice providers. The Hospice PUF...

  7. Student Scientific Conference, 2008. Collection of contributions. Vol. 2 - Sections of geography, geology, environment, chemistry and didactics

    International Nuclear Information System (INIS)

    2008-04-01

    The conference included the following sections: (i) Biology (114 contributions); (ii) Geography (37 contributions); (iii) Geology (24 contributions); (iv) Environment (16 contributions); (v) Chemistry (11 contributions); (vi) Didactics (8 contributions). Contributions relevant to INIS interest have been inputted to INIS.

  8. Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning.

    Science.gov (United States)

    Stein, Marjorie W; Frank, Susan J; Roberts, Jeffrey H; Finkelstein, Malka; Heo, Moonseong

    2016-05-01

    The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. On the posttest, the didactic group gained 12.5 points (P didactic group gained 14.4 points (P didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  9. Didactic System for the Experimental Study of Digital PID Control Structures

    OpenAIRE

    Stelian-Emilian OLTEAN; Mircea DULĂU; Adrian-Vasile DUKA

    2016-01-01

    The proportional integral derivative (PID) controller has a known structure used in feedback control of industrial processes. One of the most common applications is the control of the DC motor. The paper presents a didactic system designed for educational purposes used for studying various conventional PID structures and the influence of the PID components in the control process of the DC motor’s speed. The system contains a low cost acquisition board based on PIC 16F628A microcontroller. The...

  10. Didactic strategy to contribute to the development of communicative competence in Health Psychology students

    OpenAIRE

    Ana María Molina Gómez; Angelina Roméu Escobar; Miriam Gutiérrez Escobar; María Elinor Dulzaides Iglesias

    2011-01-01

    Background: the cognitive, socio-cultural and communicative language teaching approach reveals the importance of syntactic speech closely related to semantic and pragmatic dimensions and aimed at understanding, analysis and construction of discourse. Objective: to design a didactic strategy that contributes to the development of communicative competence. Methods: pedagogic research on the teaching- learning process of Spanish grammar for first year students of Health Psychology in the Univers...

  11. Didactic consequences of dyslexia in Norwegian EFL classrooms : a systematic review

    OpenAIRE

    Storkaas, Maren Solheim

    2014-01-01

    Dyslexia is a common disorder affecting language learning, including foreign language learning. All Norwegian teachers are required by law to adapt their teaching to individual student needs. Despite this, very little is taught in teacher training programs concerning how to adapt teaching in foreign languages to students with dyslexia. This thesis conducted a systematic review of all currently available didactic adaptations for teaching English as a foreign language that is applicable to a...

  12. The International Cooperation on Remote Laboratories in the Framework of Engineering Didactics

    Directory of Open Access Journals (Sweden)

    Raivo Sell

    2015-02-01

    Full Text Available In the present paper the interactive demonstration of remote laboratories conducted with engineering didactics for creating real conditions for teaching and learning engineering has been presented. The article is focusing on international cooperation, offering the wide range of tools and methodology for effective and interactive teaching of embedded systems and mechatronics as well as exploiting latest web technologies, and offering flexibility and freedom for students.

  13. Digital Game-Based Learning: A Didactic Experience in the Pre-Degree Nursing Career.

    Science.gov (United States)

    Solís de Ovando, A; Rodríguez, A; Hullin, C

    2018-01-01

    Nowadays we are faced with a society immersed in globalization and native technology, causing a great challenge in the university teaching staff. The gamification, as teaching-learning didactic methodology, gathers the characteristics that allow to motivate and achieve an active and significant learning. The objective of this work is to show the experience of the nursing career, which combines the learning based on games and the use of digital applications.

  14. A DIDACTIC SURVEY OVER MAIN CHARACTERISTICS OF LAGRANGE'S THEOREM IN MATHEMATICS AND IN ECONOMICS

    OpenAIRE

    Xhonneux, Sebastian; Henry, Valérie

    2011-01-01

    Because of its many uses, the constrained optimization problem is presented in most calculus courses for mathematicians but also for economists. Looking at Lagrange's Theorem we are interested in studying the teaching of this theorem in both branches of study, mathematics and economics. This paper faces a twofold objective: first, we show the methodology of our research project concerning the didactic transposition of Lagrange's Theorem in university mathematics courses. Sec...

  15. Industry 4.0 learning factory didactic design parameters for industrial engineering education in South Africa

    OpenAIRE

    Sackey, S. M.; Bester, A.; Adams, D.

    2017-01-01

    To manage the impact of Industry 4.0 on industrial engineering (IE) education curriculum requirements, realistic teaching and learning infrastructure such as a learning factory are required. This paper scans the literature to determine Industry 4.0’s principles and interactions with IE and a learning factory, surveys relevant universities by questionnaire to determine its current status and practices, and formulates didactic design parameters for an Industry 4.0 learning factory to support IE...

  16. Additive manufacturing.

    Science.gov (United States)

    Mumith, A; Thomas, M; Shah, Z; Coathup, M; Blunn, G

    2018-04-01

    Increasing innovation in rapid prototyping (RP) and additive manufacturing (AM), also known as 3D printing, is bringing about major changes in translational surgical research. This review describes the current position in the use of additive manufacturing in orthopaedic surgery. Cite this article: Bone Joint J 2018;100-B:455-60.

  17. On teaching styles of water educators and the impact of didactic training

    Science.gov (United States)

    Pathirana, A.; Koster, J. H.; de Jong, E.; Uhlenbrook, S.

    2012-10-01

    Solving today's complex hydrological problems requires originality, creative thinking and trans-disciplinary approaches. Hydrological education that was traditionally teacher centred, where the students look up to the teacher for expertise and information, should change to better prepare hydrologists to develop new knowledge and apply it in new contexts. An important first step towards this goal is to change the concept of education in the educators' minds. The results of an investigation to find out whether didactic training influences the beliefs of hydrology educators about their teaching styles is presented. Faculty of UNESCO-IHE has been offered a didactic certification program named university teaching qualification (UTQ). The hypothesis that UTQ training will significantly alter the teaching style of faculty at UNESCO-IHE from expert/formal authority traits towards facilitator/delegator traits was tested. A first survey was conducted among the entire teaching staff (total 101, response rate 58%). The results indicated that there are significantly higher traits of facilitator and delegator teaching styles among UTQ graduates compared to faculty who were not significantly trained in didactics. The second survey which was conducted among UTQ graduates (total 20, response rate 70%), enquiring after their teaching styles before and after UTQ, corroborated these findings.

  18. Relations of didactics of physics and projects of education in physics

    Science.gov (United States)

    Zelenický, Ľubomír; Rakovská, Mária

    2017-01-01

    Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

  19. THE DIDACTIC ANALYSIS OF STUDIES ON THE INVERSE PROBLEMS FOR THE DIFFERENTIAL EQUATIONS

    Directory of Open Access Journals (Sweden)

    В С Корнилов

    2017-12-01

    Full Text Available In article results of the didactic analysis of the organization and carrying out seminar classes in the inverse problems for the differential equations for students of higher educational institutions of the physical and mathematical directions of preparation are discussed. Such analysis includes a general characteristic of mathematical content of seminar occupations, the analysis of structure of seminar occupation, the analysis of realization of the developing and educational purposes, allocation of didactic units and informative means which have to be acquired by students when training each section of content of training in the inverse problems and other important psychology and pedagogical aspects. The attention to establishment of compliance to those of seminar occupations to lecture material and identification of functions in teaching and educational process which are carried out at the solution of the inverse problems, and also is paid to need to show various mathematical receptions and methods of their decision. Such didactic analysis helps not only to reveal such inverse problems at which solution students can collectively join in creative process of search of their decision, but also effectively organize control of assimilation of knowledge and abilities of students on the inverse problems for the differential equations.

  20. Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

    Science.gov (United States)

    Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

    2017-11-01

    Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

  1. Structured Feedback Training for Time-Out: Efficacy and Efficiency in Comparison to a Didactic Method.

    Science.gov (United States)

    Jensen, Scott A; Blumberg, Sean; Browning, Megan

    2017-09-01

    Although time-out has been demonstrated to be effective across multiple settings, little research exists on effective methods for training others to implement time-out. The present set of studies is an exploratory analysis of a structured feedback method for training time-out using repeated role-plays. The three studies examined (a) a between-subjects comparison to more a traditional didactic/video modeling method of time-out training, (b) a within-subjects comparison to traditional didactic/video modeling training for another skill, and (c) the impact of structured feedback training on in-home time-out implementation. Though findings are only preliminary and more research is needed, the structured feedback method appears across studies to be an efficient, effective method that demonstrates good maintenance of skill up to 3 months post training. Findings suggest, though do not confirm, a benefit of the structured feedback method over a more traditional didactic/video training model. Implications and further research on the method are discussed.

  2. Simulated lumbar minimally invasive surgery educational model with didactic and technical components.

    Science.gov (United States)

    Chitale, Rohan; Ghobrial, George M; Lobel, Darlene; Harrop, James

    2013-10-01

    The learning and development of technical skills are paramount for neurosurgical trainees. External influences and a need for maximizing efficiency and proficiency have encouraged advancements in simulator-based learning models. To confirm the importance of establishing an educational curriculum for teaching minimally invasive techniques of pedicle screw placement using a computer-enhanced physical model of percutaneous pedicle screw placement with simultaneous didactic and technical components. A 2-hour educational curriculum was created to educate neurosurgical residents on anatomy, pathophysiology, and technical aspects associated with image-guided pedicle screw placement. Predidactic and postdidactic practical and written scores were analyzed and compared. Scores were calculated for each participant on the basis of the optimal pedicle screw starting point and trajectory for both fluoroscopy and computed tomographic navigation. Eight trainees participated in this module. Average mean scores on the written didactic test improved from 78% to 100%. The technical component scores for fluoroscopic guidance improved from 58.8 to 52.9. Technical score for computed tomography-navigated guidance also improved from 28.3 to 26.6. Didactic and technical quantitative scores with a simulator-based educational curriculum improved objectively measured resident performance. A minimally invasive spine simulation model and curriculum may serve a valuable function in the education of neurosurgical residents and outcomes for patients.

  3. Improving education for the management of contrast reactions: an online didactic model.

    Science.gov (United States)

    Niell, Bethany L; Vartanians, Vartan M; Halpern, Elkan P

    2014-02-01

    Radiologists could improve their knowledge of contrast reaction management. The aim of this study was to evaluate to what degree the implementation of a didactic module resulted in improved technologist, nurse, and physician knowledge and comfort levels regarding the appropriate management of adverse reactions to contrast media. After institutional review board approval was obtained, nurses, technologists, and physicians involved in contrast administration were required to complete the educational module. Premodule and postmodule assessments were designed online. Each assessment included knowledge-based questions regarding the appropriate management of different types of contrast reactions, as well as questions regarding each respondent's comfort level with the treatment of various types of adverse contrast reactions. Comfort level was measured using a 6-point, Likert-type scale. Premodule and postmodule assessment scores were compared using McNemar's test. After module completion, physicians demonstrated a statistically significant improvement in knowledge regarding the proper administration route, concentration, and dose of intramuscular epinephrine. Physicians demonstrated significantly increased comfort with the administration of intramuscular epinephrine to adult and pediatric patients after module completion (P Didactic instruction in contrast reaction management results in improved knowledge and comfort levels for physicians, nurses, and technologists. However, a significant percentage of personnel still reported feeling uncomfortable treating an adverse contrast reaction after module completion, suggesting that didactic instruction alone may be inadequate. Copyright © 2014 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  4. Trends in National Emergency Medicine Conference Didactic Lectures Over a 6-Year Period.

    Science.gov (United States)

    Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

    2017-01-01

    National conference didactic lectures have traditionally featured hour-long lecture-based presentations. However, there is evidence that longer lectures can lead to both decreased attention and retention of information. The authors sought to identify trends in lecture duration, lecture types, and number of speakers at four national emergency medicine (EM) conferences over a 6-year period. The authors performed a retrospective analysis of the length, number of speakers, and format of didactic lectures at four different national EM conferences over 6 years. The authors abstracted data from the national academic assemblies for the four largest not-for-profit EM organizations in the United States: American Academy of Emergency Medicine, American College of Emergency Physicians, Council of Emergency Medicine Residency Directors, and Society for Academic Emergency Medicine. There was a significant yearly decrease in the mean lecture lengths for three of the four conferences. There was an increase in the percentage of rapid fire sessions over the preceding 2 years with a corresponding decrease in the percentage of general educational sessions. There was no significant difference in the mean number of speakers per lecture. An analysis of 4210 didactic lecture sessions from the annual meetings of four national EM organizations over a 6-year period showed significant decreases in mean lecture length. These findings can help to guide EM continuing medical education conference planning and research.

  5. Decay in blood loss estimation skills after web-based didactic training.

    Science.gov (United States)

    Toledo, Paloma; Eosakul, Stanley T; Goetz, Kristopher; Wong, Cynthia A; Grobman, William A

    2012-02-01

    Accuracy in blood loss estimation has been shown to improve immediately after didactic training. The objective of this study was to evaluate retention of blood loss estimation skills 9 months after a didactic web-based training. Forty-four participants were recruited from a cohort that had undergone web-based training and testing in blood loss estimation. The web-based posttraining test, consisting of pictures of simulated blood loss, was repeated 9 months after the initial training and testing. The primary outcome was the difference in accuracy of estimated blood loss (percent error) at 9 months compared with immediately posttraining. At the 9-month follow-up, the median error in estimation worsened to -34.6%. Although better than the pretraining error of -47.8% (P = 0.003), the 9-month error was significantly less accurate than the immediate posttraining error of -13.5% (P = 0.01). Decay in blood loss estimation skills occurs by 9 months after didactic training.

  6. Student agreement regarding adequacy of didactic content and practical experiences of vaccination clinic business operations.

    Science.gov (United States)

    George, David L; Johnson, Eric J; O'Neal, Katherine S; Smith, Michael J

    2018-04-01

    To report student perceived adequacy regarding didactic content and practical experiences of vaccination clinic business operations. Didactic content, a case study, and practical experiences regarding vaccination clinic business operations were implemented in related lectures of a Pharmacy Business and Entrepreneurship (PBE) elective and the college of pharmacy sponsored vaccination clinics. An online survey was used to evaluate student perceived adequacy of didactic content and practical experiences of vaccination clinic business operations. Mean scaled agreement was compared between students in the PBE elective versus those not in the elective. Student confidence in performing business operations was also assessed. Students in the PBE had higher mean confidence than non-elective students regarding staff management (3.23 vs. 2.73, p = 0.04). Success of the interventions may be attributed to students in the PBE elective that reported a higher mean perceived adequacy of content and practical experiences and confidence in performing nearly all business operations. Still, further evaluation of interventions is being considered to assess effectiveness of learning. Published by Elsevier Inc.

  7. Photosynthesis: an interactive didactic model’s use to the learning and teaching process

    Directory of Open Access Journals (Sweden)

    Vanessa Liesenfeld

    2015-06-01

    Full Text Available Photosynthesis is a complex process that involves the implementation of several reactions which, many times, makes this content difficult for students to understand. The objective of this study was to investigate if an interactive didactic model, crafted with simple materials, could facilitate the understanding and learning of students on photosynthesis. Initially students of first year high school class from a public school Western of Paraná were asked to diagram what they knew about photosynthesis and respond to a questionnaire. It was concluded that many of the students’ prior concepts were general or inaccurate, such as the idea of photosynthesis being the process of respiration in plants, and O2 coming from the CO2, not from the photo-oxidation of water. These prior conceptions were important for planning the approach to the subject. The process of photosynthesis was then covered in lecture and dialogued, using the interactive didactic model to highlight the explanations. A new questionnaire was completed by the students, and concluded that the use of the interactive didactic model was efficient, since it helped to consolidate correct concepts and simultaneously, introduced new ones as well it shook the equivocal relations.

  8. Expert-led didactic versus self-directed audiovisual training of confocal laser endomicroscopy in evaluation of mucosal barrier defects.

    Science.gov (United States)

    Huynh, Roy; Ip, Matthew; Chang, Jeff; Haifer, Craig; Leong, Rupert W

    2018-01-01

     Confocal laser endomicroscopy (CLE) allows mucosal barrier defects along the intestinal epithelium to be visualized in vivo during endoscopy. Training in CLE interpretation can be achieved didactically or through self-directed learning. This study aimed to compare the effectiveness of expert-led didactic with self-directed audiovisual teaching for training inexperienced analysts on how to recognize mucosal barrier defects on endoscope-based CLE (eCLE).  This randomized controlled study involved trainee analysts who were taught how to recognize mucosal barrier defects on eCLE either didactically or through an audiovisual clip. After being trained, they evaluated 6 sets of 30 images. Image evaluation required the trainees to determine whether specific features of barrier dysfunction were present or not. Trainees in the didactic group engaged in peer discussion and received feedback after each set while this did not happen in the self-directed group. Accuracy, sensitivity, and specificity of both groups were compared. Trainees in the didactic group achieved a higher overall accuracy (87.5 % vs 85.0 %, P  = 0.002) and sensitivity (84.5 % vs 80.4 %, P  = 0.002) compared to trainees in the self-directed group. Interobserver agreement was higher in the didactic group (k = 0.686, 95 % CI 0.680 - 0.691, P  barrier defects on eCLE.

  9. Teaching L2 vocabulary through SMS language: some didactic guidelines

    OpenAIRE

    López Rúa, Paula

    2007-01-01

    This article focuses on texting or SMS language, which is nowadays the most popular means of communication for a whole generation of mobile phone users. The introductory section comprises a parameter-based description of texting and a brief explanation of the features shared with other modalities of text-based electronic communication, after which the article provides an overview of the linguistic peculiarities of the system, i.e. its shortening mechanisms. It is suggested that an incursion i...

  10. Food additives

    Science.gov (United States)

    ... GO About MedlinePlus Site Map FAQs Customer Support Health Topics Drugs & Supplements Videos & Tools Español You Are Here: Home → Medical Encyclopedia → Food additives URL of this page: //medlineplus.gov/ency/article/ ...

  11. Competency-based teacher training: A systematic revision of a proven programme in medical didactics.

    Science.gov (United States)

    Griewatz, Jan; Simon, Melanie; Lammerding-Koeppel, Maria

    2017-01-01

    Objectives: Competency-based medical education (CBME) requires factual knowledge to be practically applied together with skills and attitudes. With the National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) representing a strong official demand for competence-orientation, it is generally important to explicitly outline its characteristics and review its realisation in teacher trainings. Further requirements are given by the core competencies for medical teachers (KLM). As an example the MQ programme ("Medizindidaktische Qualifikation") in Baden-Wuerttemberg, a long established and well-accepted training, has been critically revised on this basis, concerning its suitability for the demands of CBME, its needs for adjustment and the efforts to be undertaken for its implementation. Methods: In a systematic quality management process the MQ curriculum and its organisational framing were analysed and further developed in a step-wise comprehensive approach, using the six-step cycle by Kern. The procedures included a thorough needs assessment (e.g. literature research, programme mapping), strategic decisions on structure and content, piloting and evaluation. During the process essential elements of project and change management were considered. Results: The experiences of the MQ example revealed helpful information for key factors to be considered in the pending change process any training provider will be confronted with. Guiding questions were developed related to the process phases. Our analyses showed persistent key points of proven value as stable foundation for change, as well as components needing special consideration to foster competence-oriented aims and transfer into practice: reflection, feedback, application-oriented methods and transparent competence development. These aspects have to be consciously perceived and experienced by participants. Taking this into account, we re-designed the course evidence-based. Besides

  12. Outcome analysis of a research-based didactic model for education to promote culturally competent nursing care in Sweden--a questionnaire study.

    Science.gov (United States)

    Gebru, Kerstin; Khalaf, Azzam; Willman, Ania

    2008-09-01

    To describe and analyse to what extent the goals of the education in promoting culturally competent nursing care have been achieved from a student perspective. As Sweden has transformed into a multicultural society over the past 50 years, there is a need to specify, at all levels of the nursing programme, transcultural concepts for the success of integration. A research-based didactic model was designed for the nursing programme at Malmö University and this was followed by investigations of its outcome. The study is a prospective cohort study with an outcome analysis. A descriptive research study with a longitudinal design was performed, with the focus on Swedish nursing students' experiences of transcultural nursing knowledge and their attitudes before and after implementation of the didactic model. The students evaluate highly their competence to meet demands of multicultural health and medical service. Additionally, their ability to recognise and understand the consequences of international migration on health also received a high mean. The study revealed the knowledge and experience acquired by Swedish students in transcultural nursing. The assumption was that a visible development of knowledge should occur during the three years of education. Interpreting the findings, such effectiveness can be found and hopefully the students will be able to give holistic nursing care based on a person's individual culture.

  13. Rapid Control Prototyping Plataform for Didactic Plant Motor DC

    Directory of Open Access Journals (Sweden)

    Cristian Bazán-Orobio

    2013-06-01

    Full Text Available In this paper a design, implementation and validation of a Rapid Control Prototype platform for a plant based on a DC motor is proposed. This low-cost prototype provides of an electronic card (with a motor DC and sensors manipulated by PC with free software tools using Linux, Scilab / Scicos and RTAI-Lab. This RCP System allows developing speed -position control trainings by using different types of PID industrial controllers with anti – wind up and bump less transfer schemes. We develop a speed control application structured in four steps: identification, controller design, simulation and real time control, where there are pedagogical advantages of a platform that not only allows simulation but also real-time control of a plant.

  14. Teachers' personal didactical models and obstacles to professional development: Case-studies with secondary experimental science teachers

    Science.gov (United States)

    Wamba Aguado, Ana Maria

    The aim of this thesis has been to elaborate criteria which characterise how teachers teach, as a curriculum component of their professional knowledge and to infer the obstacles which hinder their desired professional development, in such a way that they are considered in the design of proposals for teacher training in secondary education. In addition to this, a further objective was to elaborate and validate data analysis instruments. Case studies were carried out on three natural science secondary teachers with more than ten years' experience, enabling the characterisation of the teachers' science and science teaching conceptions as well as the description of classroom practice. Finally, with the help of these data together with the material used by the teachers, the inference of the teachers' personal didactical models and the obstacles to their professional development were made possible. Instruments for data collection used a questionnaire to facilitate the realisation of a semi-structured interview, video recordings of the classroom intervention of each teacher which correspond to a teaching unit taught over a two-week period and all the written material produced for the unit was collected. For the data analysis a taxonomy of classroom intervention patterns and a progression hypothesis towards desirable professional knowledge were elaborated, from the perspective of a research in the classroom model and according to a system of categories and subcategories which refer to their concepts about scientific knowledge, school knowledge, how to teach and evaluation. With the interview and the questionnaire a profile of exposed conceptions was obtained. The intervention profile was obtained using the classroom recordings; according to the patterns identified and their sequencing, both of which determine the characteristic structures and routines of these teachers. An outcome of these results was the validation of the previously mentioned taxonomy as an instrument of

  15. Assessing the learning potential of an interactive digital game versus an interactive-style didactic lecture: the continued importance of didactic teaching in medical student education.

    Science.gov (United States)

    Courtier, Jesse; Webb, Emily M; Phelps, Andrew S; Naeger, David M

    2016-12-01

    Games with educational intent offer a possible advantage of being more interactive and increasing learner satisfaction. We conducted a two-armed experiment to evaluate student satisfaction and content mastery for an introductory pediatric radiology topic, taught by either an interactive digital game or with a traditional didactic lecture. Medical students participating in a fourth-year radiology elective were invited to participate. Student cohorts were alternatively given a faculty-supervised 1h session playing a simple interactive digital Tic-tac-toe quiz module on pediatric gastrointestinal radiology or a 1h didactic introductory lecture on the same topic. Survey questions assessed the learners' perceived ability to recall the material as well as their satisfaction with the educational experience. Results of an end-of-rotation exam were reviewed to evaluate a quantitative measure of learning between groups. Survey responses were analyzed with a chi-squared test. Exam results for both groups were analyzed with a paired Student's t-test. Students in the lecture group had higher test scores compared to students in the game group (4.0/5 versus 3.6/5, P = 0.045). Students in the lecture group reported greater understanding and recall of the material than students in the game group (P digital interactive materials reported by students in the game group (P = 0.146). Our experience supported the use of a traditional lecture over a digital game module. While these results might be affected by the specific lecture and digital content in any given comparison, a digital module is not always the superior option.

  16. New perspective of learner-centered education in nowadays didactics

    Directory of Open Access Journals (Sweden)

    Mara Elena Lucia

    2017-01-01

    Full Text Available An approach to education that is based on the educational context in which the student comes and track progress in achieving the learning objectives. The learner-centred education learning places the responsibility on the shoulders of students, while the teacher takes responsibility for facilitating the education process. The approach tends to be unique, flexible, competency-based methodology and not always varied in time and space constrained. Teaching will have complex changes, so if, traditionally, it is just a business communication / transmission of knowledge, actual perspectives follows specifically aims in organizing and managing learning processes. According to the researchers in the field, developing paradigm / meanings in teaching practice in teaching, learning and assessment, respectively constructivist paradigm and the paradigm of interactive, make an important contribution. A student-centred educational activity is if it satisfies the following requirements: it is based on personal characteristics of the students; it aims at developing skills (main objective and transmission of specific content (secondary; contribute actively student in planning, execution and evaluation of them; it is a positive learning experience; and allows transfer of experience to another educational situation. As a general matter, the way of learning is the way of influence how students learn how to teach; also, the content being taught (notions, concepts, procedures, problem solving, attitudes etc. must determine how to present the information, and the logical sequence and structure, while achieving effective transposition of internal staff. The teacher is no longer just providing information to the student (what to teach but also to help students how to learn.

  17. The status of temporomandibular and cervical spine education in post-professional physical therapy training programs recognized by Member Organizations of IFOMPT: an investigation of didactic and clinical education.

    Science.gov (United States)

    Shaffer, Stephen M; Stuhr, Sarah H; Sizer, Phillip S; Courtney, Carol A; Brismée, Jean-Michel

    2018-05-01

    The purpose of this investigation was to establish an international baseline of the quantity of physical therapist education on temporomandibular disorders (TMD) during post-professional Orthopedic Manual Physical Therapy (OMPT) education. An electronically distributed survey was sent to programs and data analyzed for trends, including a comparison of TMD and cervical spine disorders education. Current data were compared to pre-existing data from the United States. For the current data-set, the Mann-Whitney U test demonstrated statistical significance when comparing TMD and cervical spine disorders education for both the hours of didactic training provided ( p  didactic ( p  didactic ( p  = 0.23) or clinical education ( p  = 0.15) of cervical spine topics. These data again indicate a lack of uniformity between post-professional training programs in OMPT with respect to TMD education. There is, however, consistency in that most programs provided more training on cervical spine disorders than TMD. Based on these findings, further investigations are appropriate to determine if TMD education is adequate during post-professional OMPT education.

  18. Erasmus Darwin's Deistic Dissent and Didactic Epic Poetry: Promoting Science Education to a Mixed Audience Under the Banner of Tolerance

    Science.gov (United States)

    Martin, Kirsten Anne

    Erasmus Darwin's task as a Deistic Dissenter poet who wished to promote science education to a mixed audience was complex. There was mainstream concern over what Deists and Dissenters actually believed about God, their involvement in science, and, especially, how their published works, whatever the subject, might affect public morality and politics. I argue that Darwin's poetry is primarily in the genre of Lucretian didactic epic but that it also involves elements of other written traditions (literary and non-literary). I focus on English didactic poetry, the theological written traditions of Dissent and Deism, and a particular tradition of erotic satire. The genre of Lucretian didactic epic and the tradition of English didactic poetry are non-identical. In Darwin's Lucretian didactic epic, resemblances to such poems as Pope's Essay on Man challenge ideas about what kind of narrative a didactic poem in the English language can deliver. Techniques from the theological written traditions of Dissent and Deism reflect Darwin's affiliations, signal that science education fits within a larger debate about intellectual freedom, and promote tolerance for differences of opinion about nature. Mimicry of a particular tradition of erotic satire helps to downplay the address to a mixed audience while satirising some common misconceptions about poetry, botany, and women in the period. Darwin's poetry challenges ideas about what people from his community of belief meant to communicate or transmit by writing for the general public, what the general public was entitled to learn, and what poetry was able to teach. Perhaps Darwin's biggest modification of Lucretian didactic epic was that he did not tell his readers exactly what to think, but how.

  19. Development and implementation of a technical and didactical training program for student tutors in the dissection course.

    Science.gov (United States)

    Shiozawa, Thomas; Hirt, Bernhard; Celebi, Nora; Baur, Friederike; Weyrich, Peter; Lammerding-Köppel, Maria

    2010-12-20

    student tutors have a long tradition in gross anatomy instruction. However, the full potential of the tutors is generally not tapped, since little attention is paid to their technical and didactical training. The aim of this paper is to report a systematic approach to the development, didactic reasoning and implementation of a curriculum for training student tutors in gross anatomy. the training program was developed using the six-step approach of Kern's curriculum development model. For needs assessment, the literature research was amended by a survey among the 1st and 2nd year students of the dissection course (n=167) and two independent 90 min focus group interviews with the tutors who supervised these students (n=15). Protocols were transcribed and analyzed by margin coding. The training curriculum was setup on the basis of these data. corresponding to the literature, the students want student tutors with good teaching competence as well as adequate content knowledge and technical competence. Supporting that, the tutors request a training program enhancing their didactic skills as well as their knowledge of content and working using relevant methods. Thus, a combined didactic and professional training program has been developed. Six professional and 11 didactic learning objectives were defined. A 3 weeks training curriculum was implemented, using microteaching and group exercises for didactics and active dissection for technical training. Both parts were interlocked on a contextual and practical level. our focus group analyses revealed that a specific training program for student tutors in the dissection course is necessary. We describe a feasible task-oriented training curriculum combining didactic and professional objectives. 2010. Published by Elsevier GmbH.

  20. Early hCG addition to rFSH for ovarian stimulation in IVF provides better results and the cDNA copies of the hCG receptor may be an indicator of successful stimulation

    Directory of Open Access Journals (Sweden)

    Paraskevis Dimitris

    2009-10-01

    Full Text Available Abstract A simple, safe and cost-effective treatment protocol in ovarian stimulation is of great importance in IVF practice, especially in the case of previous unsuccessful attempts. hCG has been used as a substitute of LH because of the degree of homology between the two hormones. The main aim of this prospective randomized study was to determine, for the first time, whether low dose hCG added to rFSH for ovarian stimulation could produce better results compared to the addition of rLH in women entering IVF-ET, especially in those women that had previous IVF failures. An additional aim was to find an indicator that would allow us to follow-up ovarian stimulation and, possibly, modify it in order to achieve a better IVF outcome; and that indicator may be the cDNA copies of the LH/hCG receptor. Group A patients (n = 58 were administered hCG and Group B rLH (n = 56 in addition to rFSH in the first days of ovarian stimulation. The number of follicles and oocytes and, most importantly, implantation and pregnancy rates were shown to be statistically significantly higher in the hCG group. This study has also determined, for the first time to our best knowledge, m-RNA for LH/hCG receptors in the lymphocytes of peripheral blood 40 h before ovum pick-up. cDNA levels of the hCG receptor after ovarian stimulation were significantly higher among women receiving hCG compared to those receiving LH. In addition, higher levels were encountered among women with pregnancy compared to those without, although this was not statistically significant due to the small number of pregnancies. It seems that hCG permits a highly effective and more stable occupancy of rLH/hCG receptors and gives more follicles and more oocytes. The determination of cDNA copies could be, in the future, a marker during ovulation induction protocols and of course a predictor for the outcome of ART in the special subgroup of patients with previous failures.

  1. PARONYMY IN THE SUBLANGUAGE OF MEDICINE (LINGUISTIC AND LINGUO-DIDACTIC ASPECTS).

    Science.gov (United States)

    Bieliaieva, O; Lysanets, Yu; Havrylieva, K; Znamenska, I; Rozhenko, I; Nikolaieva, N

    2017-10-01

    The present paper examines the phenomenon of paronymy in the sublanguage of medicine. The study of paronyms plays an important role in the development of terminological competence of future specialists in the field of medicine and healthcare. The authors emphasize the need to pay due attention to terminological paronyms when compiling teaching manuals and developing didactic materials in Latin for students of medical universities. The urgency of organizing the work with these lexical units is determined, on the one hand, by the propaedeutic objective - minimization of difficulties that students may encounter in dealing with special terminology in the process of educational and professional communication; on the other hand, the study of paronyms is aimed at expanding the active and passive vocabulary of medical students. The objective of the research is to systematize paronyms in the international medical terminology, to develop the cycle of training assignments and methodological recommendations for organizing the work with this group of lexical units, and minimizing errors in oral and written speech of medical students. The authors have justified the methodological algorithm for the proposed cycle of tasks: presentation of the basic paronymic pairs, learning the vocabulary, control of mastering the material, creation of didactic conditions for correction and propaedeutics of speech errors; revision of the material. The proposed cycle of educational tasks is aimed at improving the lexical, grammatical, word-building, spelling knowledge, skills and abilities, as well as expanding and enriching the vocabulary of future medical professionals. The study may be of interest to specialists in the field of translation and terminology studies, professional linguo-didactics. The prospects for study consist in further in-depth research of the phenomenon of paronymy in the sublanguage of medicine and comprehensive analysis of other lexico-semantic relationships, the practical

  2. The Gramática of Nebrija (1492: a didactic treatise and its typography

    Directory of Open Access Journals (Sweden)

    René Pellen

    2012-12-01

    Full Text Available This paper intends to show the potential interest for linguistic, cultural and socio-historical research of a detailed analysis of the structure and typography of the GC. The aim of this paper is to show the advantages of a system of reference first proposed in v. LXXXIX/2, 2009, of the RFE. Through close examination of its typography, the main characteristics of the text as a didactic treatise soon appear; it also becomes possible to observe certain features of Renaissance prose as it moves towards modern standards (chapter, paragraph, utterances, syntax.

  3. Photograms of a city: a didactic sequency to avanced level in SFL

    Directory of Open Access Journals (Sweden)

    Yanet Portes-Fernández

    2016-10-01

    Full Text Available The present work shows a designed proposal with the objective of contributing with the teaching learning process of Spanish as Foreign Language (SFL in Santiago of Cuba. It takes into consideration the relevance, practicality and impact of the audiovisual materials –but only those that are considered authentic materials- in education, with a particular emphasis on language classrooms. In this sense, it focuses on the utility of the aforementioned materials to deal with the cultural component, for which a didactic sequence has been elaborated of the short film Cuando vuelvo. The proposal is particularly targeted towards the advanced level.

  4. A research-based didactic model for education to promote culturally competent nursing care in Sweden.

    Science.gov (United States)

    Gebru, Kerstin; Willman, Ania

    2003-01-01

    As Sweden changes toward a multicultural society, scientific knowledge of transcultural nursing care becomes increasingly important. Earlier studies in Swedish nursing education have demonstrated a lack of knowledge base in transcultural nursing. Through an extensive review of the literature, a didactic model was developed to help facilitate the establishment of this body of knowledge in transcultural nursing. The article demonstrates how the model applies the content and structure of Leininger's theory of culture care diversity and universality and ethnonursing method in a 3-year nursing program in theory as well as clinical education. The model includes a written guide for faculty members, with references to scientific articles and documents to be used.

  5. A learning arena for knowledge development by the use of didactics and situated learning

    DEFF Research Database (Denmark)

    Madsen, Erik Skov; Riis, Jens Ove; Wæhrens, Brian Vejrum

    2010-01-01

    This paper unfolds the concept of a learning arena as a means of building robust and effec-tive global operations networks through a focus on organizational didactics and situated learning. The paper builds on six case studies in three MNEs which have come far in establishing capabilities...... for the transfer of operations activities. However, they have tended to take a piecemeal and substance-based approach in relation to learning. A new model shows the contours of a learning arena, and case studies illustrate how different learning arenas may be used for supporting knowledge development....

  6. A novel online didactic curriculum helps improve knowledge acquisition among non-emergency medicine rotating residents.

    Science.gov (United States)

    Branzetti, Jeremy B; Aldeen, Amer Z; Foster, Andrew W; Courtney, D Mark

    2011-01-01

    Rotating residents represent a significant proportion of housestaff in academic emergency departments (EDs), yet they rarely receive targeted didactic education during their emergency medicine (EM) rotations. The goals of this study were: 1) to determine the effectiveness of an online didactic curriculum in improving EM knowledge among rotating residents and 2) to assess rotating resident satisfaction with this curriculum. The authors created an online lecture series of six EM subject areas targeted to rotating residents called the Northwestern University Rotating Resident Curriculum (NURRC). All rotating residents at the study site were eligible, written consent was obtained, and the study was approved by the institutional review board. Consenting participants were pretested with a 42-question multiple-choice examination and then randomized to two groups: one with access to the NURRC during the first 2 weeks of the rotation (experimental) and one without (control). Halfway through the rotation, all participants were post-tested with a different multiple-choice examination, and the controls were then granted NURRC access. The primary outcome was the difference between pretest and posttest scores (score delta). The t-test was used to compare mean scores, and a linear regression model was used to determine the association of NURRC access on score delta after adjustment for pretest type and resident type. A postintervention survey was administered at the end of the rotation to assess satisfaction with the NURRC and collect suggestions for improvement. Fifty-four rotating residents were enrolled: 29 in the experimental group and 25 in the control group. There was no significant difference in pretest scores between the two groups. Mean score delta was 17.3% in the experimental group and 1.6% in the control group, an absolute difference of 15.7% (95% confidence interval [CI]=10% to 22%). After adjustment for resident type and pretest type, the only variable positively

  7. Didactic trainer. Solar photovoltaic panels analysis; Analisis de paneles solares fotovoltaicos

    Energy Technology Data Exchange (ETDEWEB)

    Rodriguez, J.; Ruiz, J.; Gorjon, J.; Quiles, J. A.; Cavaller, N.; Bodega, J.; Alonso-Abella, M.; Chenlo, F.

    2009-07-01

    The Centro de Investigaciones Energeticas, Medioambientales y Tecnologicas (CIEMAT) and the Instituto de Ensenanza Secundaria Virgen de la Paloma (IES VP), through their respective Metrology and Electricity-Electronics departments, have established a first agreement of co-operation with the aim of introducing and enhancing the solar photovoltaic energy within the professional teachings field. This agreements is a result of the compromise of designing entirely in the Electricity-electronics department of IES VP a didactic trainer prototype which enables to analyze cells and photovoltaic panels, all under the supervision and logistic-technical support of CIEMAT Photovoltaic Laboratory. (Author)

  8. Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video

    DEFF Research Database (Denmark)

    Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte

    2017-01-01

    OBJECTIVES: The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students......' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. METHODS: The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed...

  9. Evaluation of absorbed radiation dose rate in a didactic X-ray equipment

    International Nuclear Information System (INIS)

    Costa, Phelipe Amaral Ferreira; Perini, Ana Paula; Neves, Lucio Pereira

    2016-01-01

    This work was performed in order to create a new didactic experiment in the X-ray apparatus of PHYWE, where the saturation current was obtained through a free air ionization chamber. The values of saturation currents were obtained in two ways. Initially, the anodic DDP was kept constant and the anodic current was varied. In the second way, the anodic current was kept constant while the anodic DDP was varied. Therefore, we were able to evaluate the dependence of the absolved dose rate in relation to the DDP and the tube current. (author)

  10. Didactic System for the Experimental Study of Digital PID Control Structures

    Directory of Open Access Journals (Sweden)

    Stelian-Emilian OLTEAN

    2016-12-01

    Full Text Available The proportional integral derivative (PID controller has a known structure used in feedback control of industrial processes. One of the most common applications is the control of the DC motor. The paper presents a didactic system designed for educational purposes used for studying various conventional PID structures and the influence of the PID components in the control process of the DC motor’s speed. The system contains a low cost acquisition board based on PIC 16F628A microcontroller. The experimental results are shown graphically using a PC application made in Matlab environment.

  11. Discussion of a didactic proposal on quantum mechanics with secondary school students

    Science.gov (United States)

    Michelini, M.; Ragazzon, R.; Santi, L.; Stefanel, A.

    2004-09-01

    Within some research projects a proposal for the teaching of quantum mechanics in secondary school has been carried out, and some didactic material has been prepared in order to illustrate it, offering resources for its class experimentation (www.fisica.uniud.it/URDF/). In order to study in depth the critical points, which cause learning difficulties for the students in this field, a pilot activity was carried out for a restricted group of students with which the crucial points were discussed. Some interesting elements emerged, such as for example the fact that the major problems in understanding the concept of quantum state are linked to the meaning of incompatible observables.

  12. Educational Research Report: Changes in Students' Levels of Empathy during the Didactic Portion of a Veterinary Program.

    Science.gov (United States)

    Schoenfeld-Tacher, Regina M; Kogan, Lori R; Meyer-Parsons, Beatrice; Royal, Kenneth D; Shaw, Jane R

    2015-01-01

    Empathy can be defined as the ability to understand and connect with the emotional state and frame of mind of another. Establishing connections with others is a crucial skill for veterinarians who must earn the trust and compliance of their clients to provide quality care for their patients. This is a longitudinal study using the Davis Interpersonal Reactivity Index (IRI) to assess changes in veterinary students' self-reported empathy as they progressed through the didactic portion of the DVM program at Colorado State University. The IRI consists of four subscales that measure cognitive and affective components of empathy: Perspective Taking, Fantasy, Emphatic Concern, and Personal Distress. Data were collected at three time points, corresponding to the start of the first year, the fourth semester (second year), and the fifth semester (third year). Results showed an overall decline in Perspective Taking scores, with a significant decrease between first and second year. There was an overall increase in students' levels of Personal Distress as they progressed through the program. The significant difference was found between years 1 and 3. This is especially concerning because the enhanced unease in interpersonal interactions coincides with students entering clinical rotations in the third year-the very time when these traits are necessary for quality client and patient care. Veterinary educators are urged to use this information as a basis for investigating novel curricular and programmatic interventions to counteract these changes in student empathy.

  13. DIDACTIC COURSES

    African Journals Online (AJOL)

    2016-11-04

    Nov 4, 2016 ... Pan retinal photocoagulation (PRP) for proliferative diabetic retinopathy, sickle cell retinopathy, and central retinal vein occlusion. •. Management of early retinoblastoma. •. Cyclo-photocoagulation which is increasingly being utilized in the overall management of POAG. By Micropulse, it is meant that only a ...

  14. Prenatal pedagogy in the studies of Teaching Degree of Infant Education in the University of Huelva: study of the analysis of didactic guides and the perspective of the students

    Directory of Open Access Journals (Sweden)

    María Cinta AGUADED GÓMEZ

    2017-12-01

    Full Text Available This study intends to offer a different vision of the concept of prenatal pedagogy, deeply linked to children’s sanitary need. We will try to find out its importance in the university scope through students’ opinions and the analysis of the didactic program of Early Childhood Education Degree.In order to achieve this, we have set ourselves the general objective of gathering information from university students of the Early Education Degree about the importance of training in prenatal education for their future work as teachers, considering that they are the most involved in the education of children in their early stages. Furthermore, we intend to reckon the relevance given to this content by the University of Huelva, one of the educational institutions responsible for teacher training.The data were collected through questionnaires applied to a sample of 58 3rd-4th level students of Early Childhood Education at the University of Huelva. This instrument was selected for the suitability of its application collectively. Moreover, an analysis of the didactic programs of the courses of this degree was carried out to verify the existence of contents of prenatal pedagogy within them.From this research it is derived that certain notions of prenatal pedagogy are essential to become future nursery teachers, thus providing a greater amount of resources when facing our students’ learning process.In conclusion, we checked that the university students surveyed believe that it is necessary to have notions of prenatal pedagogy so as to become efficient teachers. The lack of this notion in the didactic programs represents a formative gap that will have negative repercussions on their initial formation and, consequently, on their educational practice. Therefore, the educational institutions in charge of the preparation of new teachers should consider including prenatal pedagogy within their didactic programs.

  15. The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances

    Directory of Open Access Journals (Sweden)

    Marjana Dolšina

    2014-09-01

    Full Text Available The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and financial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientific texts to a form suitable for secondary school students who are textbooks' main target audience.

  16. Additive Manufacturing Infrared Inspection

    Science.gov (United States)

    Gaddy, Darrell; Nettles, Mindy

    2015-01-01

    The Additive Manufacturing Infrared Inspection Task started the development of a real-time dimensional inspection technique and digital quality record for the additive manufacturing process using infrared camera imaging and processing techniques. This project will benefit additive manufacturing by providing real-time inspection of internal geometry that is not currently possible and reduce the time and cost of additive manufactured parts with automated real-time dimensional inspections which deletes post-production inspections.

  17. Facilitating students’ motivation and learning through competence-based didactic units

    Directory of Open Access Journals (Sweden)

    Makovec-Radovan Danijela

    2015-01-01

    Full Text Available The purpose of the present study was to examine the influence of the “Competence-based didactic units” in vocational education on students’ motivation and self-regulated learning. The sample consisted of 115 males and 133 females (n=250 who were attending secondary vocational or technical schools in Slovenia. The students were included in an experimental project that introduced a “competence- based didactic unit” (CBDU in vocational schools’ curricula. In our study, the introduction of the CBDU was used to measure changes in the motivational, cognitive, and metacognitive aspects of self-regulated learning and to examine how they were subsequently related to other students characteristists, such as gender, school performance and time spent on school work. The results show the importance of CBDUs, on the one hand, on motivational factors such as intrinsic goal orientation, task value, and self-efficacy, and, on the other hand, differences in gender and grade level. The findings are discussed in terms of how teaching strategies in vocational education can contribute to the development of individuals’ motivation.

  18. What Effects Do Didactic Interventions Have on Students' Attitudes Towards Science? A Meta-Analysis

    Science.gov (United States)

    Aguilera, David; Perales-Palacios, F. Javier

    2018-03-01

    Improving the attitudes of students towards science is one of the main challenges facing the teaching of the subject. The main objective of this study is to analyze the effect of students' attitudes towards science through different didactic interventions. The bibliographic search was carried out via the Web of Science database, specifically in the Education and Educational Research category, obtaining a population of 374 articles published between 2006 and 2016. We included studies with pre-experimental or quasi-experimental design that used pretest and posttest phases. Following the application of the inclusion criteria, 24 articles were selected with which a random effects meta-analysis was adopted, obtaining an average effect size of 0.54. Three moderating variables were analyzed, with a significant correlation between the type of teaching strategy and the effect of the attitude towards Science (Q = 23.17; df = 8; p educational implications are mainly due to the importance of the teaching/learning strategy used in science education in the development of positive attitudes towards the subject, and the need to increase the number of Didactic Interventions that contemplate students' attitudes towards science as a study variable is also advocated.

  19. Collaborative work as a didactic strategy for teaching/learning programming: a systematic literature review

    Directory of Open Access Journals (Sweden)

    Oscar Revelo-Sanchez

    2018-01-01

    Full Text Available The incorporation of Collaborative Work into programming courses has been identified as a potential strategy that could maximize student participation and have a positive impact on learning. In the consulted sources, no study has been found to collect and analyze the results of research on this subject using a systematic method. To try to fill this gap, a systematic literature review was conducted with the aim of summarizing the studies on the use of Collaborative Work as a didactic strategy for teaching/learning programming. Initially, through a search in four (4 databases of scientific publications, 95 studies published in the last five (5 years were obtained. After careful analysis of each one of them, only 40 were found to meet the review requirements. This analysis resulted in the synthesis of eleven (11 Collaborative Learning Techniques (CLT that implement such strategy. Subsequently, they were grouped into 19 common names of strategies found in the documents, i.e. the collaborative strategies or techniques associated with each study. The review also showed a significant amount of contributions from the research community that constitute an important basis for future work. This demonstrates that Collaborative Work is increasingly consolidated as a valid and relevant didactic strategy, not only in programming teaching/learning, but also in other areas of knowledge including computer science.

  20. A didactic and hands-on module enhances resident microsurgical knowledge and technical skill.

    Science.gov (United States)

    El Ahmadieh, Tarek Y; Aoun, Salah G; El Tecle, Najib E; Nanney, Allan D; Daou, Marc R; Harrop, James; Batjer, Hunt H; Bendok, Bernard R

    2013-10-01

    Simulation has been adopted as a powerful training tool in many areas of health care. However, it has not yet been systematically embraced in neurosurgery because of the absence of validated tools, assessment scales, and curricula. To use our validated microanastomosis module and scale to evaluate the effects of an educational intervention on the performance of neurosurgery residents at the 2012 Congress of Neurological Surgeons Annual Meeting. The module consisted of an end-to-end microanastomosis of a 3-mm vessel and was divided into 3 phases: (1) a cognitive and microsuture prelecture testing phase, (2) a didactic lecture, and (3) a cognitive and microsuture postlecture testing phase. We compared resident knowledge and technical proficiency from the pretesting and posttesting phases. One neurosurgeon and 7 neurosurgery residents participated in the study. None had previous experience in microsurgery. The average score on the microsuture prelecture and postlecture tests, as measured by our assessment scale, was 32.50 and 39.75, respectively (P = .001). The number of completed sutures at the end of each procedure was higher for 75% of participants in the postlecture testing phase (P = .03). The average score on the cognitive postlecture test (12.75) was significantly better than that of the cognitive prelecture test (8.38; P = .001). Simulation has the potential to enhance resident education and to elevate proficiency levels. Our data suggest that a focused microsurgical module that incorporates a didactic component and a technical component can enhance resident knowledge and technical proficiency in microsurgical anastomosis.

  1. A didactic experiment showing the Compton scattering by means of a clinical gamma camera.

    Science.gov (United States)

    Amato, Ernesto; Auditore, Lucrezia; Campennì, Alfredo; Minutoli, Fabio; Cucinotta, Mariapaola; Sindoni, Alessandro; Baldari, Sergio

    2017-06-01

    We describe a didactic approach aimed to explain the effect of Compton scattering in nuclear medicine imaging, exploiting the comparison of a didactic experiment with a gamma camera with the outcomes from a Monte Carlo simulation of the same experimental apparatus. We employed a 99m Tc source emitting 140.5keV photons, collimated in the upper direction through two pinholes, shielded by 6mm of lead. An aluminium cylinder was placed on the source at 50mm of distance. The energy of the scattered photons was measured on the spectra acquired by the gamma camera. We observed that the gamma ray energy measured at each step of rotation gradually decreased from the characteristic energy of 140.5keV at 0° to 102.5keV at 120°. A comparison between the obtained data and the expected results from the Compton formula and from the Monte Carlo simulation revealed a full agreement within the experimental error (relative errors between -0.56% and 1.19%), given by the energy resolution of the gamma camera. Also the electron rest mass has been evaluated satisfactorily. The experiment was found useful in explaining nuclear medicine residents the phenomenology of the Compton scattering and its importance in the nuclear medicine imaging, and it can be profitably proposed during the training of medical physics residents as well. Copyright © 2017 Associazione Italiana di Fisica Medica. Published by Elsevier Ltd. All rights reserved.

  2. Making didactics proposals aimed at improving socioeducational programs for youngters at risk of social exclusion

    Directory of Open Access Journals (Sweden)

    María Violeta Álvarez Fernández

    2013-12-01

    Full Text Available Educators at Sograndio Juvenile Detention Center in Asturias were sure that they were able to offer new alternatives to improve their socio-educational intervention. That is the reason why they got involved in an action research training process aimed at making didactic proposals which tried to optimize the development of social competence programs for youngsters with criminal behavior. In order to do this, the Short Version of the Prosocial Thinking Program for Young People (Alba et al., 2005 was applied to nine inmates, eight males between 14 and 20 years old and a female of 16 years old. Theywere the basis and reflection of ourmethodological intervention. The teamtaking part in this intervention is formed by nine inmates and three external members (two coordinators and a woman psychologist. The investigation, mainly qualitative, includes different instruments (both qualitative and quantitative, such as: observation registries, discussion groups, questionnaires and notebooks. After the implementation of the program, positive changes must be highlighted in the emotional dimension, the resolution of problems, self-control and frustration tolerance. Besides, very high levels of satisfaction have been observed among youngsters, educators and external informants. It is important to have created a climate of professional compromise towards change and this way to have abandoned a passive attitude towards training, so that we were able to start an active search for practical answers, adjusted to our necessities and professional interests. Finally, we make several observations and intervention proposals that contribute to generate didactic knowledge thought and adapted for social education.

  3. SU-E-E-03: Shared Space Fosters Didactic and Professional Learning Across Professions for Medical and Physics Residents

    International Nuclear Information System (INIS)

    Dieterich, S; Perks, J; Fragoso, R

    2015-01-01

    Purpose: Medical Physicists and Radiation Oncologists are two professions who should be working as a team for optimal patient care, yet lack of mutual understanding about each others respective role and work environment creates barriers To improve collaboration and learning, we designed a shared didactic and work space for physics and radiation oncology residents to maximize interaction throughout their professional training. Methods: Physician and Physics residents are required to take the same didactic classes, including journal clubs and respective seminars. The residents also share an office environment among the seven physician and two physic residents. Results: By maximizing didactic overlap and sharing office space, the two resident groups have developed a close professional relationship and supportive work environment. Several joint research projects have been initiated by the residents. Awareness of physics tasks in the clinic has led to a request by the physician residents to change physics didactics, converting the physics short course into a lab-oriented course for the medical residents which is in part taught by the physics residents. The physics seminar is given by both residency groups; increased motivation and interest in learning about physics has led to several medical resident-initiated topic selections which generated lively discussion. The physics long course has changed toward including more discussion among residents to delve deeper into topics and study beyond what passing the boards would require. A supportive work environment has developed, embedding the two physics residents into a larger residents group, allowing them to find mentor and peers more easily. Conclusion: By creating a shared work and didactic environment, physician and physics residents have improved their understanding of respective professional practice. Resident-initiated changes in didactic practice have led to improved learning and joint research. A strong social

  4. SU-E-E-03: Shared Space Fosters Didactic and Professional Learning Across Professions for Medical and Physics Residents

    Energy Technology Data Exchange (ETDEWEB)

    Dieterich, S; Perks, J; Fragoso, R [UC Davis Medical Center, Sacramento, CA (United States)

    2015-06-15

    Purpose: Medical Physicists and Radiation Oncologists are two professions who should be working as a team for optimal patient care, yet lack of mutual understanding about each others respective role and work environment creates barriers To improve collaboration and learning, we designed a shared didactic and work space for physics and radiation oncology residents to maximize interaction throughout their professional training. Methods: Physician and Physics residents are required to take the same didactic classes, including journal clubs and respective seminars. The residents also share an office environment among the seven physician and two physic residents. Results: By maximizing didactic overlap and sharing office space, the two resident groups have developed a close professional relationship and supportive work environment. Several joint research projects have been initiated by the residents. Awareness of physics tasks in the clinic has led to a request by the physician residents to change physics didactics, converting the physics short course into a lab-oriented course for the medical residents which is in part taught by the physics residents. The physics seminar is given by both residency groups; increased motivation and interest in learning about physics has led to several medical resident-initiated topic selections which generated lively discussion. The physics long course has changed toward including more discussion among residents to delve deeper into topics and study beyond what passing the boards would require. A supportive work environment has developed, embedding the two physics residents into a larger residents group, allowing them to find mentor and peers more easily. Conclusion: By creating a shared work and didactic environment, physician and physics residents have improved their understanding of respective professional practice. Resident-initiated changes in didactic practice have led to improved learning and joint research. A strong social

  5. Culturally adaptive storytelling intervention versus didactic intervention to improve hypertension control in Vietnam: a cluster-randomized controlled feasibility trial.

    Science.gov (United States)

    Nguyen, Hoa L; Allison, Jeroan J; Ha, Duc A; Chiriboga, Germán; Ly, Ha N; Tran, Hanh T; Nguyen, Cuong K; Dang, Diem M; Phan, Ngoc T; Vu, Nguyen C; Nguyen, Quang P; Goldberg, Robert J

    2017-01-01

    Vietnam is experiencing an epidemiologic transition with an increased prevalence of non-communicable diseases. Novel, large-scale, effective, and sustainable interventions to control hypertension in Vietnam are needed. We report the results of a cluster-randomized feasibility trial at 3 months follow-up conducted in Hung Yen province, Vietnam, designed to evaluate the feasibility and acceptability of two community-based interventions to improve hypertension control: a "storytelling" intervention, "We Talk about Our Hypertension," and a didactic intervention. The storytelling intervention included stories about strategies for coping with hypertension, with patients speaking in their own words, and didactic content about the importance of healthy lifestyle behaviors including salt reduction and exercise. The didactic intervention included only didactic content. The storytelling intervention was delivered by two DVDs at 3-month intervals; the didactic intervention included only one installment. The trial was conducted in four communes, equally randomized to the two interventions. The mean age of the 160 study patients was 66 years, and 54% were men. Most participants described both interventions as understandable, informative, and motivational. Between baseline and 3 months, mean systolic blood pressure declined by 8.2 mmHg (95% CI 4.1-12.2) in the storytelling group and by 5.5 mmHg (95% CI 1.4-9.5) in the didactic group. The storytelling group also reported a significant increase in hypertension medication adherence. Both interventions were well accepted in several rural communities and were shown to be potentially effective in lowering blood pressure. A large-scale randomized trial is needed to compare the effectiveness of the two interventions in controlling hypertension. ClinicalTrials.gov, NCT02483780.

  6. Foundamentation of to didactic strategy for oral expression ability development in english language in students of Culture Physics Career

    Directory of Open Access Journals (Sweden)

    Liliana Margarita Martínez-Hernández

    2013-08-01

    Full Text Available The necessity to favour the development of the oral expression ability in English language in the students of Physical Culture career of “Nancy Uranga Romagoza” Faculty drove to base a didactic strategy centred in the developer learning. The proposal is sustained in the developer didactic conception for the teaching of foreign languages, elaborated by the Dr. C. Arturo Pulido Díaz from the University of Pedagogic Sciences “Rafael María de Mendive of Pinar del Río, which takes its bases from the sciences of the education.

  7. LSP Translation in the New Millenium - A Cross-Baltic Symposium on Didactics and Research. Hermes Skriftserie

    DEFF Research Database (Denmark)

    The compilation of articles found in this volume is a selection of the papers given at "LSP Translation in the New Millennium - a Cross-Baltic Symposium on Didactics and Research". A symposium sponsored by The Royal Danish Ministry of Foreign Affairs, arranged by the Aarhus School of Business......, Denmark, and hosted by the University of Tartu, Estonia, in November of 2001. The aim of this volume is twofold: First of all it aims at reflecting current trends within the LSP translation communities of these countries; both in terms of research interests and didactics as well as professional...

  8. Cross-border collaboration in history among Nordic students: A case study about creating innovative ICT didactic models

    Directory of Open Access Journals (Sweden)

    Maria Spante

    2014-08-01

    Full Text Available Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education, the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain. The Technological Pedagogical Content Knowledge (TPACK model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history

  9. Development of a didactic electrophoresis kit for the practical teaching of Molecular Biology in basic and higher education

    Directory of Open Access Journals (Sweden)

    César Silva Xavier

    2017-10-01

    Full Text Available The advances in the biotechnology area imposes a new reality, creating products that are present in our daily lives, affecting directly or indirectly the population. Applications related to DNA technologies in the industry, agriculture and medicine have social, ethical and ecological implications, in addition to the human health consequences. So, it is necessary that the public is informed of progress in this area of knowledge. In order to create an alternative method to stimulate students in scientific careers and improve the learning of biotechnology and molecular biology, we developed a junior research project with high school students of the Federal Institute of Education, Science and Technology of the Espírito Santo (Brazil, which aimed the construction of a teaching kit of electrophoresis. Electrophoresis is a technique widely used in molecular biology laboratories, which is applied to separate molecules such as proteins and nucleic acids. In this technique, electrically charged molecules are exposed to an electric field and then they move towards the oppositely charged pole, being deposited in specific points of the matrix used. The kit built in this work consists of a source of 70 V, and accessories and reagents that are readily available and present low cost and low risk to the health of users. The use of the kit allowed for electrophoretic assays with nucleic acids and food dyes. The kit also contains a printed material that addresses issues about DNA technology and the device user’s guide with suggestions of experiences to simulate paternity test, virus identification and others. The application of the teaching kit in practical classes with students and teachers of basic education showed that the activity was effective in reducing the number of errors in answers contained in a questionnaire related to the electrophoresis. Moreover, biology teachers evaluated the printed material of the didactic kit and 75% of them classified the

  10. Do prehospital discharge pacemaker checks provide any additional clinical benefit?

    Science.gov (United States)

    Wheelan, Kevin R; Legge, Darlene M; Sakowski, Brent C; Bruce, Susan S; Roberts, David C; Johnston, L Murphy; Moore, B Jane; Beveridge, Thomas P; Wells, Peter J; Vallabahn, Ravi; Donsky, Michael S; Franklin, Jay O

    2005-08-01

    We performed a retrospective analysis of 250 records of consecutive, newly implanted, pacemaker patients from a single center to determine the rate of postimplant complications and observations discovered before and during the prehospital discharge evaluation. No observations occurred in 246 of 250 patients (98.4%) (1-sided 95% confidence interval 96.4%). Of the 250 patients, 4 had observations that were discovered at the prehospital discharge check and required reprogramming to increase the sensitivity safety margin (3 atrial and 1 ventricular). We documented only 1 complication that was discovered before the predischarge evaluation through telemetry and resulted in an atrial lead revision.

  11. Symbol addition by monkeys provides evidence for normalized quantity coding

    Science.gov (United States)

    Livingstone, Margaret S.; Pettine, Warren W.; Srihasam, Krishna; Moore, Brandon; Morocz, Istvan A.; Lee, Daeyeol

    2014-01-01

    Weber’s law can be explained either by a compressive scaling of sensory response with stimulus magnitude or by a proportional scaling of response variability. These two mechanisms can be distinguished by asking how quantities are added or subtracted. We trained Rhesus monkeys to associate 26 distinct symbols with 0–25 drops of reward, and then tested how they combine, or add, symbolically represented reward magnitude. We found that they could combine symbolically represented magnitudes, and they transferred this ability to a novel symbol set, indicating that they were performing a calculation, not just memorizing the value of each combination. The way they combined pairs of symbols indicated neither a linear nor a compressed scale, but rather a dynamically shifting, relative scaling. PMID:24753600

  12. A historically correct didactic first step in the quantum world: stressing the interplay of relativity, thermodynamics and quantum physics

    International Nuclear Information System (INIS)

    Margaritondo, G

    2003-01-01

    Quantum physics is the backbone of modern science: therefore, a correct first step is essential for students' success in many different disciplines. Unfortunately, many didactic approaches are still complicated, potentially confusing and often historically wrong. An alternate, simple, stimulating and historically correct approach is outlined here

  13. Pupils' Visual Representations in Standard and Problematic Problem Solving in Mathematics: Their Role in the Breach of the Didactical Contract

    Science.gov (United States)

    Deliyianni, Eleni; Monoyiou, Annita; Elia, Iliada; Georgiou, Chryso; Zannettou, Eleni

    2009-01-01

    This study investigated the modes of representations generated by kindergarteners and first graders while solving standard and problematic problems in mathematics. Furthermore, it examined the influence of pupils' visual representations on the breach of the didactical contract rules in problem solving. The sample of the study consisted of 38…

  14. DIDACTIC ASPECTS OF USING WEB 2.0 TECHNOLOGY IN TRAINING EXPERTS IN PHYSICAL CULTURE AND SPORTS

    Directory of Open Access Journals (Sweden)

    А А Азевич

    2016-12-01

    Full Text Available This article discusses techniques for using Web 2.0 technologies in modern education. Based on practical experience suggests approaches to the formation of didactic means of implementing the requirements of the GEF training in the field of physical culture and sports with the use of information and communication technologies, in particular Internet services.

  15. Improving Awareness of Health Hazards Associated with Air Pollution in Primary School Children: Design and Test of Didactic Tools

    Science.gov (United States)

    Carducci, Annalaura; Casini, Beatrice; Donzelli, Gabriele; Verani, Marco; Bruni, Beatrice; Ceretti, Elisabetta; Zani, Claudia; Carraro, Elisabetta; Bonetta, Sara; Bagordo, Francesco; Grassi, Tiziana; Villarini, Milena; Bonizzoni, Silvia; Zagni, Licia; Gelatti, Umberto

    2016-01-01

    One of the objectives of the MAPEC-Life project is raising children's awareness on air quality and its health effects. To achieve this goal, we designed didactic tools for primary school students, including leaflets with more information for teachers, a cartoon, and three educational videogames. The tools were then tested with 266 children who…

  16. The Knowledge of Local Communities and School Knowledge: In Search of a Didactic Transposition in Natural Sciences

    Science.gov (United States)

    Capece, Jó António

    2018-01-01

    This article is the result of an ongoing research under the project entitled "The local curriculum in Mozambican schools: epistemological and didactic-methodological strategies for its implementation". Based on ethnographic research, the collection is being made. Systematization of knowledge and cultural experiences of local communities…

  17. Students' experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study.

    Science.gov (United States)

    Westin, Lars; Sundler, Annelie J; Berglund, Mia

    2015-03-17

    In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students' experiences of learning during the first year of a reconstructed nursing curriculum. This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis. Nursing students' experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one's own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one's self-awareness. The education increased the students' self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings. Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

  18. Maternal Responsive-Didactic Caregiving in Play Interactions with 10-Month-Olds and Cognitive Development at 18 Months

    Science.gov (United States)

    Mermelshtine, Roni; Barnes, Jacqueline

    2016-01-01

    Maternal responsive-didactic caregiving (RDC) and infant advanced object play were investigated in a sample of 400 mothers and their 10-month-old infants during video-recorded semi-structured play interactions. Three maternal behaviours: contingent response, cognitively stimulating language and autonomy-promoting speech were coded and infant…

  19. A multinational randomised study comparing didactic lectures with case scenario in a severe sepsis medical simulation course.

    Science.gov (United States)

    Li, Chih-Huang; Kuan, Win-Sen; Mahadevan, Malcolm; Daniel-Underwood, Lynda; Chiu, Te-Fa; Nguyen, H Bryant

    2012-07-01

    Medical simulation has been used to teach critical illness in a variety of settings. This study examined the effect of didactic lectures compared with simulated case scenario in a medical simulation course on the early management of severe sepsis. A prospective multicentre randomised study was performed enrolling resident physicians in emergency medicine from four hospitals in Asia. Participants were randomly assigned to a course that included didactic lectures followed by a skills workshop and simulated case scenario (lecture-first) or to a course that included a skills workshop and simulated case scenario followed by didactic lectures (simulation-first). A pre-test was given to the participants at the beginning of the course, post-test 1 was given after the didactic lectures or simulated case scenario depending on the study group assignment, then a final post-test 2 was given at the end of the course. Performance on the simulated case scenario was evaluated with a performance task checklist. 98 participants were enrolled in the study. Post-test 2 scores were significantly higher than pre-test scores in all participants (80.8 ± 12.0% vs 65.4 ± 12.2%, pdidactic lectures followed by simulation experience.

  20. Didactic Conditions of Improvement of Pedagogical Personnel Training at Higher Education Institutions to Dual Education in the System of VET

    Science.gov (United States)

    Zholdasbekova, Saule; Nurzhanbayeva, Zhanet; Mavedov, Rixsibai; Saipov, Amangeldi; Zhiyentayeva, Begaim; Tlemissova, Alja

    2016-01-01

    The purpose of the article consists in representation to discussion by specialists of the revealed didactic conditions of enhancement of preparation of the pedagogical personnel in higher education institution to dual training in the system of vocational and educational training. Modeling, aspect system, comparative and structural analyses…

  1. Didactical Engineering in France; An Insider's and an Outsider's View on Its Foundations, Its Practice and Its Impact

    Science.gov (United States)

    Margolinas, Claire; Drijvers, Paul

    2015-01-01

    The notion of didactical engineering has influenced and characterized contemporary research in mathematics education in France to an important extent. In this paper, we address the following from an insider's and an outsider's perspective: (1) the way this notion is theoretically grounded, (2) the kinds of design research practices it has led to…

  2. Assessing Key Epistemic Features of Didactic-Mathematical Knowledge of Prospective Teachers: The Case of The Derivative

    Science.gov (United States)

    Pino-Fan, Luis R.; Godino, Juan D.; Font, Vicenç

    2018-01-01

    In recent years, there has been a growing interest in studying the knowledge that mathematics teachers require in order for their teaching to be effective. However, only a few studies have focused on the design and application of instruments that are capable of exploring different aspects of teachers' didactic-mathematical knowledge about specific…

  3. A Pilot Study of Students' Learning Outcomes Using Didactic and Socratic Instructional Methods: An Assessment Based on Bloom's Taxonomy

    Science.gov (United States)

    Akinde, Oluwatoyin Adenike

    2015-01-01

    This work is a pilot study on the learning outcomes of students, who were taught a research course for seven weeks, using didactic and Socratic instruction methods. The course was taught in two sessions concurrently. The students were divided into two groups (A and B) and both groups were taught either with Socratic instruction method or didactic…

  4. Two Conflicting Theories of Knowledge, Learning, and Literacy: The Didactic and the Critical. Resource Publication, Series 1 No. 2.

    Science.gov (United States)

    Paul, Richard

    The contrasting assumptions of the didactic and critical theories and approaches to teaching and learning are set out in this paper. The assumptions have to do with: (1) whether students should be taught how, rather than what, to think; (2) the relationship between knowledge and thinking; (3) what constitutes an educated, literate person; (4) how…

  5. Industry 4.0 learning factory didactic design parameters for industrial engineering education in South Africa

    Directory of Open Access Journals (Sweden)

    Sackey, S. M.

    2017-05-01

    Full Text Available To manage the impact of Industry 4.0 on industrial engineering (IE education curriculum requirements, realistic teaching and learning infrastructure such as a learning factory are required. This paper scans the literature to determine Industry 4.0’s principles and interactions with IE and a learning factory, surveys relevant universities by questionnaire to determine its current status and practices, and formulates didactic design parameters for an Industry 4.0 learning factory to support IE education in South Africa, making use of existing models of cyber-physical systems and learning factory morphology. In other results, the technical universities are discovered to be more positively disposed, in general terms, to developing an Industry 4.0 learning factory than are the traditional programmes which, with one exception, prefer computational facilities. Of ten universities that offer IE, only one — a traditional programme — has made significant progress towards creating an Industry 4.0 learning factory.

  6. Didactic Model: Teaching the English Temporal System to Arabic Freshman Learners of English

    Directory of Open Access Journals (Sweden)

    Thana Hmidani

    2017-11-01

    Full Text Available This study took place at a medical college with 57 Arabic first-year students taking an intensive English course. The aim was to address the problems that learners experience when using the English tenses properly. The didactic model was developed and implemented in the study group only (27 students. Pre, mid-, and post-tests were administered to study and control groups at three points in time. The model is a selection of aspects from different methods combined aiming to lead participants to a higher level of linguistic competence in terms of language awareness, reading and writing skills, and vocubulary building. The results indicated statistically significant differences in the post-test between the two groups over time regarding the level of linguistic competence.

  7. Digital tablets and applications in preschool – Preschoolers’ creative transformation of didactic design

    Directory of Open Access Journals (Sweden)

    Susanne Kjällander

    2014-12-01

    Full Text Available Little is known about preschoolers and their engagement with digital tablets. This article addresses this gap by drawing on findings from two research projects. The aim is to illustrate how children make meaning, transform and play while engaging with various applications comprised by the materiality of the digital tablets. Empirical video material has been multimodally transcribed and empirical examples are framed by a design theoretical perspective. Findings capture diverse experiences illustrating how preschoolers creatively manipulate and playfully transform didactic designs. The results illustrate how children´s self-initiated play with application’s design shifts the balance of authority that typically exists between adults and children, and the article concludes in a suggestion of how the notion of play can be understood with a design theoretical perspective.

  8. A didactic proposal about Rutherford backscattering spectrometry with theoretic, experimental, simulation and application activities

    Science.gov (United States)

    Corni, Federico; Michelini, Marisa

    2018-01-01

    Rutherford backscattering spectrometry is a nuclear analysis technique widely used for materials science investigation. Despite the strict technical requirements to perform the data acquisition, the interpretation of a spectrum is within the reach of general physics students. The main phenomena occurring during a collision between helium ions—with energy of a few MeV—and matter are: elastic nuclear collision, elastic scattering, and, in the case of non-surface collision, ion stopping. To interpret these phenomena, we use classical physics models: material point elastic collision, unscreened Coulomb scattering, and inelastic energy loss of ions with electrons, respectively. We present the educational proposal for Rutherford backscattering spectrometry, within the framework of the model of educational reconstruction, following a rationale that links basic physics concepts with quantities for spectra analysis. This contribution offers the opportunity to design didactic specific interventions suitable for undergraduate and secondary school students.

  9. Utilizing geogebra in financial mathematics problems: didactic experiment in vocational college

    Science.gov (United States)

    Ghozi, Saiful; Yuniarti, Suci

    2017-12-01

    GeoGebra application offers users to solve real problems in geometry, statistics, and algebra fields. This studydeterminesthe effect of utilizing Geogebra on students understanding skill in the field of financial mathematics. This didactic experiment study used pre-test-post-test control group design. Population of this study were vocational college students in Banking and Finance Program of Balikpapan State Polytechnic. Two classes in the first semester were chosen using cluster random sampling technique, one class as experiment group and one class as control group. Data were analysed used independent sample t-test. The result of data analysis showed that students understanding skill with learning by utilizing GeoGeobra is better than students understanding skill with conventional learning. This result supported that utilizing GeoGebra in learning can assist the students to enhance their ability and depth understanding on mathematics subject.

  10. Didactic trajectory of research in mathematics education using research-based learning

    Science.gov (United States)

    Charitas Indra Prahmana, Rully; Kusumah, Yaya S.; Darhim

    2017-10-01

    This study aims to describe the role of research-based learning in design a learning trajectory of research in mathematics education to enhance research and academic writing skills for pre-service mathematics teachers. The method used is a design research with three stages, namely the preliminary design, teaching experiment, and retrospective analysis. The research subjects are pre-service mathematics teacher class of 2012 from one higher education institution in Tangerang - Indonesia. The use of research-based learning in designing learning trajectory of research in mathematics education plays a crucial role as a trigger to enhancing math department preservice teachers research and academic writing skills. Also, this study also describes the design principles and characteristics of the learning trajectory namely didactic trajectory generated by the role of research-based learning syntax.

  11. Artistic education and aesthetic education from a didactic perspective in the field

    Directory of Open Access Journals (Sweden)

    Edilberto Sierra Rodríguez

    2011-01-01

    Full Text Available The arts education involves several aspects in the contemporary focus on the specific role of the Art Didacticism, the closest aspect is the ability of artists in the Metis Humana as the creative practice of artists in the development of practical intelligence. It is necessary to emphasize, as to the teaching of these we can settle the dispute, saying that not everything is artistic or not everything aesthetic is art, on the other hand the contemporary aesthetic permeated from consumerism, we show a break in as for the canon of representation of the corporeal and the locus of enunciation is supported by the multiculturalism that amounts to a modification of the representation space of enunciation and single, standardized pro cultural industries. In this brief text, the proposal is from the Curriculum Review, addressing issues eminently didactic.

  12. DESIGN OF A DIDACTIC PROTOTYPE FOR WIRELESS SENSOR NETWORKS IMPLEMENTATION BASED IN ZIGBEE PROTOCOL

    Directory of Open Access Journals (Sweden)

    Gerardo Cázarez-Ayala

    2011-09-01

    Full Text Available The present work tries to describe the design and implementation of a didactic wireless data acquisition station (node with the capacity of net operation. Which nodes, are based in the Xbee wireless communication module of Digi International, which are capable of achieve long periods of autonomous energetic, approximately 30 months with just a simple 9 volts battery and under specific conditions of transference of data via RF.We think that the present work has a very important contribution and significant impact in the automation of processes of nature environment monitoring like ecological reserves, health of the forests, early forest fires detection, monitoring of the diverse variables of the sows in a greenhouse or out of them, monitoring and supervision of variables in shrimp and Tilapia farms in the region up to the energy save through the implementation of smart spaces and the demotic.

  13. Full Scale Experiences with Didactic Changes in Distance Education in Master of Industrial Information Technology (MII)

    DEFF Research Database (Denmark)

    Helbo, Jan; Knudsen, Morten Haack; Borch, Ole M.

    2005-01-01

    students. For the first time we have deviated from the normal Aalborg University Problem Based Learning model by separating course study and project work. The feedback from the students was very positive but we did expect that the collaboration and discussion on the internet would increase as well......-campus engineering program based on project organized collaborative learning to the technology supported distance education program failed. Despite of many miner didactic changes we did not obtain the same self regulating learning effect in the group work among the off-campus students as is the case for oncampus....... Questionnaires, discussions and measurements of the internet activities show results which are contradictory compared to expectations....

  14. Asynchronous Distance Education Forum - Brainstorming vs. Snowballing: A Case Study for Teaching in Programming Didactics

    Science.gov (United States)

    Patriarcheas, Kiriakos; Xenos, Michalis

    Asynchronous discussion fora all the more become part of the educational process of distance education. The goal of this research is the study of the educational techniques of Brainstorming and Snowballing to their utilisation in the frame of a distance education forum, both as far as participation and creation of learning environment and also educational effectiveness are concerned. This research refers to computer teachers’ training on didactics of programming within the framework of educational micro-worlds. As it is deduced from the data analysis and the study of the messages higher participation and improvement of critical thinking are noted when Brainstorming technique is used, while fairly less time is spent and less off-topic interventions are made when Snowballing technique is used. Meanwhile, Brainstorming is found to be more advantageous than Snowballing concerning the effectiveness both in primary level (trained teachers) and in secondary level of adaptation and knowledge impartment to the students (results of their students).

  15. Didactic Changes in Distance Education in Master of Industrial Information Technology (MII)

    DEFF Research Database (Denmark)

    Helbo, Jan; Rokkjær, Ole; Knudsen, Morten

    2003-01-01

    Since 1999 the didactic used in Master of Industrial Information technology (MII) e-learning education has been a transformation of the on-campus project organised problem based learning (POPBL). Many attempts to improve factors such as discussions, individual and group reflections during...... the course of study, which are fully integrated in on-campus PBL, have to some extent failed when working virtually over the Internet. As POPBL still is believed to be the best learning method the start up in 2003 for the e-learning students has been changed to improve individual and group reflections......, and it was hoped that the learning would be improved as well. This paper describes the experiences from the first part of the basis semester, the Pilot Project period, and it is documented that some improvements are achieved....

  16. Audiovisual physics reports: students' video production as a strategy for the didactic laboratory

    Science.gov (United States)

    Vinicius Pereira, Marcus; de Souza Barros, Susana; de Rezende Filho, Luiz Augusto C.; Fauth, Leduc Hermeto de A.

    2012-01-01

    Constant technological advancement has facilitated access to digital cameras and cell phones. Involving students in a video production project can work as a motivating aspect to make them active and reflective in their learning, intellectually engaged in a recursive process. This project was implemented in high school level physics laboratory classes resulting in 22 videos which are considered as audiovisual reports and analysed under two components: theoretical and experimental. This kind of project allows the students to spontaneously use features such as music, pictures, dramatization, animations, etc, even when the didactic laboratory may not be the place where aesthetic and cultural dimensions are generally developed. This could be due to the fact that digital media are more legitimately used as cultural tools than as teaching strategies.

  17. Didactic derivation of the special theory of relativity from the Klein–Gordon equation

    International Nuclear Information System (INIS)

    Arodź, H

    2014-01-01

    We present a didactic derivation of the special theory of relativity in which Lorentz transformations are ‘discovered’ as symmetry transformations of the Klein–Gordon equation. The interpretation of Lorentz boosts as transformations to moving inertial reference frames is not assumed at the start, but it naturally appears at a later stage. The relative velocity v of two inertial reference frames is defined in terms of the elements of the pertinent Lorentz matrix, and the bound |v|< c is presented as a simple theorem that follows from the structure of the Lorentz group. The polar decomposition of Lorentz matrices is used to explain noncommutativity and nonassociativity of the relativistic composition (‘addition’) of velocities. (paper)

  18. Training infant education teachers in the understanding and didactic use of music in Galicia (Spain

    Directory of Open Access Journals (Sweden)

    María de los Ángeles López de la Calle Sampedro

    2009-04-01

    Full Text Available This study is part of a wider investigation on the inclusion and use of music at infant schools (3-6 years of Galicia (Spain. It presents the main findings and conclusions as regards the training of the teachers at these schools in the understanding of music and its didactic use. This study has allowed us to extract relevant conclusions about the preparation that the teachers have on music and its teaching as well as to determine their specific training needs. The conclusions drawn should, from our point of view, be necessarily born in mind in the design of the future Infant Education Teacher Training degree, which should lead to a suitable professional training for the integration of the music in the curriculum.

  19. Teaching and Learning on Enzymes: The Need for New didactic tools

    OpenAIRE

    Luiele, M.L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Leles, J.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ; Bianconi, M. L.; Programa de Bioquímica e Biofísica Celular, Instituto de Bioquímica Médica, UFRJ, Rio de Janeiro, RJ

    2005-01-01

    Enzymes  are biological catalysts essential  for vital  chemical reactions  in the  cell.  The proper  under- standing  of enzyme  functioning  is an  important step  to  learn  more about life, the  subject  study  of biology. However, without  the opportunity to use a laboratory, it is difficult to the student to visualize the enzyme function.  Our project  is based in the production of a didactic  tool in a CD-rom media to teach enzymes.  In this way, we intend  to teach enzymology in a ea...

  20. Cloning in the classroom: an example of the didactical use of popularization of science text

    Directory of Open Access Journals (Sweden)

    Isabel Martins

    2004-03-01

    Full Text Available This paper describes a science lesson in which different texts,such as newspapers, popular science magazines and textbooks were used as didactic resources. Our theoretical framework explores the relevance of communicative approaches to teaching and discusses the relationships between text and discourse. Data were collected through videotapes of a Biology lesson about cloning in an adult education class in Brazil. The analyses focussed on the teacher’s discursive re-elaborations and revealed a variety of roles played by a popular science text in a science lesson, such as motivation and lesson structuring, as well as, helpingorganise explanations, fostering debate, broadening reading practices and establishing relationships between scientific and everyday contexts. Amongst the discursive re-elaborations observed are strategies for adaptation of originals, the emphasis on reading activities and joint use of popular science texts and textbooks.

  1. Training Pediatric Fellows in Palliative Care: A Pilot Comparison of Simulation Training and Didactic Education.

    Science.gov (United States)

    Brock, Katharine E; Cohen, Harvey J; Sourkes, Barbara M; Good, Julie J; Halamek, Louis P

    2017-10-01

    Pediatric fellows receive little palliative care (PC) education and have few opportunities to practice communication skills. In this pilot study, we assessed (1) the relative effectiveness of simulation-based versus didactic education, (2) communication skill retention, and (3) effect on PC consultation rates. Thirty-five pediatric fellows in cardiology, critical care, hematology/oncology, and neonatology at two institutions enrolled: 17 in the intervention (simulation-based) group (single institution) and 18 in the control (didactic education) group (second institution). Intervention group participants participated in a two-day program over three months (three simulations and videotaped PC panel). Control group participants received written education designed to be similar in content and time. (1) Self-assessment questionnaires were completed at baseline, post-intervention and three months; mean between-group differences for each outcome measure were assessed. (2) External reviewers rated simulation-group encounters on nine communication domains. Within-group changes over time were assessed. (3) The simulation-based site's PC consultations were compared in the six months pre- and post-intervention. Compared to the control group, participants in the intervention group improved in self-efficacy (p = 0.003) and perceived adequacy of medical education (p < 0.001), but not knowledge (p = 0.20). Reviewers noted nonsustained improvement in four domains: relationship building (p = 0.01), opening discussion (p = 0.03), gathering information (p = 0.01), and communicating accurate information (p = 0.04). PC consultation rate increased 64%, an improvement when normalized to average daily census (p = 0.04). This simulation-based curriculum is an effective method for improving PC comfort, education, and consults. More frequent practice is likely needed to lead to sustained improvements in communication competence.

  2. Using Objective Structured Clinical Examinations to Assess Intern Orthopaedic Physical Examination Skills: A Multimodal Didactic Comparison.

    Science.gov (United States)

    Phillips, Donna; Pean, Christian A; Allen, Kathleen; Zuckerman, Joseph; Egol, Kenneth

    Patient care is 1 of the 6 core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME). The physical examination (PE) is a fundamental skill to evaluate patients and make an accurate diagnosis. The purpose of this study was to investigate 3 different methods to teach PE skills and to assess the ability to do a complete PE in a simulated patient encounter. Prospective, uncontrolled, observational. Northeastern academic medical center. A total of 32 orthopedic surgery residents participated and were divided into 3 didactic groups: Group 1 (n = 12) live interactive lectures, demonstration on standardized patients, and textbook reading; Group 2 (n = 11) video recordings of the lectures given to Group 1 and textbook reading alone; Group 3 (n = 9): 90-minute modules taught by residents to interns in near-peer format and textbook reading. The overall score for objective structured clinical examinations from the combined groups was 66%. There was a trend toward more complete PEs in Group 1 taught via live lectures and demonstrations compared to Group 2 that relied on video recording. Near-peer taught residents from Group 3 significantly outperformed Group 2 residents overall (p = 0.02), and trended toward significantly outperforming Group 1 residents as well, with significantly higher scores in the ankle (p = 0.02) and shoulder (p = 0.02) PE cases. This study found that orthopedic interns taught musculoskeletal PE skills by near-peers outperformed other groups overall. An overall score of 66% for the combined didactic groups suggests a baseline deficit in first-year resident musculoskeletal PE skills. The PE should continue to be taught and objectively assessed throughout residency to confirm that budding surgeons have mastered these fundamental skills before going into practice. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  3. Saber lo que sabe el otro, saber qué sabe el otro: nota sobre la estructura del tiempo lógico en Lacan y en el acontecimiento didáctico/To know that the other knows, to know what the other knows: note on the structure of the logical time in Lacan and the didactic event

    Directory of Open Access Journals (Sweden)

    Mauricio Golfarini

    2007-01-01

    Full Text Available La Teoría del Acontecimiento Didáctico (TAcDi toma elementos de la transposición didáctica de Chevallard, específicamente su noción de cronogénesis, y los reinterpreta a partir de la concepción de temporalidad del psicoanálisis lacaniano. De tal manera, la naturaleza compleja del tiempo lógico permite encontrar aspectos poco explorados en el despliegue temporal del fenómeno didáctico, como el papel de las escansiones o mociones suspendidas. En el presente trabajo se revisa algunos aspectos importantes del tiempo lógico en la TAcDi, a la vez que se plantea un modo adicional de concebir los estadios escansivos en su relación con el saber (supuesto saber del enseñante y el no-saber del enseñado dentro de la ficción didáctica. The Theory of Didactic Event takes elements from the didactic transposition of Chevallard, specifically its notion of chronogenesis, and re-interprets it from the conception of temporality of the lacanian psychoanalysis. In such way, the complex nature of the logical time allows to find unexplored aspects in the temporary unfolding of the didactic phenomenon like the role of the scansions or suspended motions. The present work reviews some important aspects of the logical time in the Theory of the Didactic Event, and simultaneously considers an additional way to conceive the scansive stages in their relation with the knowledge of the teacher and non-knowledge of the taught one within the didactic fiction.

  4. Meaningful learning in Adult Education: an analysis of conceptual evolution from an didactic intervention with the energy theme

    Directory of Open Access Journals (Sweden)

    André Taschetto Gomes

    2014-08-01

    Full Text Available The use of thematic approaches is an important strategy to give greater meaning to the teaching of science in adult education. Consider the contextual specificities is critical to ensure the pre-disposition of the student want to learn certain concepts. In the present study, prior to the development of a potentially significant didactic intervention, the research -interests of the students, their realities and also the lifting of pre-conceptions related to the concept of energy was performed. From the data obtained in this study, presented in detail in a dissertation, this article proposes to discuss the importance of cross-cutting theme Energy and brings the benchmarks of learning theories to justify conceptual evolution obtained by students at the end of the development of an educational module. The development of the intervention was conducted with two groups of Adult Education (EJA, where the teacher-researcher acted from an interdisciplinary attitude to knowledge, bringing a broad vision for the theme. The evidence of meaningful learning were obtained from the comparative analysis of previous data classes with the answers at the end of the intervention, collected from a final questionnaire research. Data were categorized and analyzed from the Textual Discourse Analysis (Moraes and Galiazzi, 2007. This study showed that the activities provided a conceptual evolution from different methodological strategies used and there was a decrease in the conceptual fragmentation energy theme by students. At the end of the lessons, students associated energy for transformation processes and also the principle of conservation (Categories Transformation and Flow and listed examples of its forms (Source Category. Are also highlighted the importance of self-assessment by the students and the implications of this research for the area.

  5. Prospective randomized comparison of standard didactic lecture versus high-fidelity simulation for radiology resident contrast reaction management training.

    Science.gov (United States)

    Wang, Carolyn L; Schopp, Jennifer G; Petscavage, Jonelle M; Paladin, Angelisa M; Richardson, Michael L; Bush, William H

    2011-06-01

    The objective of our study was to assess whether high-fidelity simulation-based training is more effective than traditional didactic lecture to train radiology residents in the management of contrast reactions. This was a prospective study of 44 radiology residents randomized into a simulation group versus a lecture group. All residents attended a contrast reaction didactic lecture. Four months later, baseline knowledge was assessed with a written test, which we refer to as the "pretest." After the pretest, the 21 residents in the lecture group attended a repeat didactic lecture and the 23 residents in the simulation group underwent high-fidelity simulation-based training with five contrast reaction scenarios. Next, all residents took a second written test, which we refer to as the "posttest." Two months after the posttest, both groups took a third written test, which we refer to as the "delayed posttest," and underwent performance testing with a high-fidelity severe contrast reaction scenario graded on predefined critical actions. There was no statistically significant difference between the simulation and lecture group pretest, immediate posttest, or delayed posttest scores. The simulation group performed better than the lecture group on the severe contrast reaction simulation scenario (p = 0.001). The simulation group reported improved comfort in identifying and managing contrast reactions and administering medications after the simulation training (p ≤ 0.04) and was more comfortable than the control group (p = 0.03), which reported no change in comfort level after the repeat didactic lecture. When compared with didactic lecture, high-fidelity simulation-based training of contrast reaction management shows equal results on written test scores but improved performance during a high-fidelity severe contrast reaction simulation scenario.

  6. The Impact of Patient-Centered versus Didactic Education Programs in Chronic Patients by Severity: The Case of Type 2 Diabetes Mellitus.

    Science.gov (United States)

    Windrum, Paul; García-Goñi, Manuel; Coad, Holly

    2016-06-01

    Education leads to better health-related decisions and protective behaviors, being especially important for patients with chronic conditions. Self-management education programs have been shown to be beneficial for patients with different chronic conditions and to have a higher impact on health outcomes than does didactic education. To investigate improvements in glycemic control (measured by glycated hemoglobin A1c) in patients with type 2 diabetes mellitus. Our comparative trial involved one group of patients receiving patient-centered education and another receiving didactic education. We dealt with selection bias issues, estimated the different impact of both programs, and validated our analysis using quantile regression techniques. We found evidence of better mean glycemic control in patients receiving the patient-centered program, which engaged better patients. Nevertheless, that differential impact is nonmonotonic. Patients initially at the healthy range at the patient-centered program maintained their condition better. Patients close to, but not within, the healthy range benefited equally from attending either program. Patients with very high glycemic level benefited significantly more from attending the patient-centered program. Finally, patients with the worst initial glycemic control (far from the healthy range) improved equally their diabetic condition, regardless of which program they attended. Different patients are sensitive to different categories of education programs. The optimal, cost-effective design of preventative programs for patients with chronic conditions needs to account for the different impact in different "patient categories." This implies stratifying patients and providing the appropriate preventative education program, or looking for alternative policy implementations for unresponsive patients who have the most severe condition and are the most costly. Copyright © 2016 International Society for Pharmacoeconomics and Outcomes Research

  7. Fourth-year dental students' perceived barriers to providing tobacco intervention services.

    Science.gov (United States)

    Pendharkar, Bhagyashree; Levy, Steven M; McQuistan, Michelle R; Qian, Fang; Squier, Christopher A; Slach, Nancy A; Aquilino, Mary L

    2010-10-01

    In order to facilitate effective tobacco cessation services within dental school clinics, it is necessary to understand the perceived barriers encountered by dental students while providing these services. The aim of this study was to identify which factors fourth-year dental students perceive to be associated with barriers to providing tobacco intervention services. A written survey was developed and completed by incoming fourth-year dental students (a convenience sample of seventy students) at the University of Iowa College of Dentistry in 2008. The survey assessed the perceived barriers to providing tobacco intervention services and related factors. Descriptive, bivariate, and linear regression analyses were conducted. The response rate was 97 percent. The most frequently reported barriers were patients' resistance to tobacco intervention services (96 percent), inadequate time available for tobacco intervention services (96 percent), and forgetting to give tobacco intervention advice (91 percent). The following variables were significantly (p<0.05) related to greater perceived barriers in providing tobacco intervention services: lower "adequacy of tobacco intervention curriculum coverage of specific topics covered over the previous three years" and greater "perceived importance of incorporating objective structured clinical examination teaching method for learning tobacco intervention." Students probably could benefit from additional didactic training, but most important may be enhanced clinical experiences and faculty reinforcement to facilitate effective practical student learning and adaptation for future delivery of intervention services in private practice settings.

  8. Hacia una didáctica para la lectoescritura en el contexto universitario / Towards a didactics for reading and writing in the foreign language in the university context

    Directory of Open Access Journals (Sweden)

    Orlando Alberteris Galbán

    2017-05-01

    Full Text Available Reading and writing in the university context need a coherent didactic direction that contributes to the students’ comprehensive education. The article offers some components for a didactics for reading and writing, based on the integration of the afore mentioned components of verbal activity, that share the base knowledge, taking into account the relations between comprehension and production stated as a constellation of interrelated processes. The methods used allowed the systematization of basic elements to structure the didactics. An operational model for reading and writing was also introduced. Its practical implementation evidenced higher levels in reading and writing performance of the students. Keywords: a, , , interrelated processes, foreign languages.

  9. Application of conceptual maps as didactic and pedagogical tools in the area of resources and information services

    Directory of Open Access Journals (Sweden)

    Maria Giovanna Guedes Farias

    2016-07-01

    Full Text Available Objective. Analyze the use of concept maps as didactic and pedagogical tools, from an experiment conducted in the classroom, in the disciplines Specialized Sources and Information Services of the graduation in Librarianship. Method. The methodological approach is characterized by its applied nature, exploratory and observation. Data were collected from the students by applying a questionnaire, and analysis took place with the help of content analysis techniques. Results. The most students see the conceptual maps as facilitators of knowledge construction, and view the use of these in different contexts, like the librarian activities. Conclusions. The use of concept maps as didactic and pedagogical tools can foster in students the enhancement of learning and reflection on the establishment of a route for the shared construction of new knowledge, adding previous knowledge and transforming them for use in cognitive fill gaps.

  10. REALIZATION OF VISUAL TECHNIQUE DIDACTIC APPROACH IN ALGORITHMIC TRAINING OF STUDENTS THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES OF EDUCATIONAL ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Sergii Voloshynov

    2016-12-01

    Full Text Available The article examines the development of visual learning theory, states functions of accuracy and peculiarities of visual technique realization in modern studying process, it defines the concept of “Visual learning environment” and didactic role of interactive and multimedia visualization processes. Author examines the problem of determination of cognitive visualization potential in algorithmic training of students through information and communication technologies of educational environment. This article specifies functions of visual aids use and implementation features of the specified principle in modern educational process and proves the didactic role of interactive multimedia visualization process that stimulates cognitive activity of student and activates perceptive mechanism of teaching information. It analyzes problem of cognitive visualization potential capacity signification while training future marine personnel using informational communicative educational environment.

  11. Development of Pupils Picture Aesthetic Competences on the Basis of IT-didactic Designs of Digital Picture Production

    DEFF Research Database (Denmark)

    Rasmussen, Helle

    : The research method refers to Design Based Research, since the project is based on a design theoretical view of learning. (Cobb et. All 2003, Van den Akker 2006, Collins 2004). Learning is here to be understood as “a sign producing activity in a specific situation within an institutional framing”, which makes...... Education” (English Title), The Danish University of Education Cobb, P. et al. (2003): “Design Experiments in Educational Research” in “Educational Researcher”, vol. 32, no. 1. Collins, Allan et. al. (2004): “Design Research: Theoretical and Metodological Issuses” in “Journal of the Learning Sciences”, Vol...... Competences on the Basis of IT-didactic Designs of Digital Picture Production Proposal information: The topic for this presentation is an ongoing investigation of the connection between the learning outcome of digital picture production and IT-didactic designs, and it refers to a Ph.D.-project in progress...

  12. Student Scientific Conference, 2008. Collection of contributions. Vol. 2 - Sections of geography, geology, environment, chemistry and didactics; Studentska vedecka konferencia, 2008

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2008-04-15

    The conference included the following sections: (i) Biology (114 contributions); (ii) Geography (37 contributions); (iii) Geology (24 contributions); (iv) Environment (16 contributions); (v) Chemistry (11 contributions); (vi) Didactics (8 contributions). Contributions relevant to INIS interest have been inputted to INIS.

  13. What Sense Can We Make of the Possibility of Vocational Didactics? An Approach from the Spanish School-Based System Complemented by Non-Formal Vocational Training

    Directory of Open Access Journals (Sweden)

    Fernando Marhuenda-Fluixá

    2015-12-01

    Full Text Available Our contribution attempts to review the development of the field of didactics in Spain in the past 35 years and its contribution to the development and improvement of vocational education and training. We intend to show that the concern of didactics is an issue of great concern (and dispute in Southern Europe, for which we will use Spain as an example. We will particularly analyse from a didactical approach (taking didactics as a normative applied discipline well established in academia the possibilities that a traditionally school-based discipline has to improve the development of vocational education practice in and out of schools, for young and adult people, in terms of pedagogical innovation.

  14. Maternal responsive-didactic caregiving in play interactions with 10-month-olds and cognitive development at 18 months

    OpenAIRE

    Mermelshtine, Roni; Barnes, Jacqueline

    2016-01-01

    Maternal responsive-didactic caregiving (RDC) and infant advanced object play were investigated in a sample of 400 mothers and their 10-month-old infants during video-recorded semi-structured play interactions. Three maternal behaviours: contingent response, cognitively stimulating language and autonomy promoting speech were coded and infant object play. Factor analysis confirmed the three maternal behaviours loaded onto one underlying factor, labelled RDC. Based on ecological and transaction...

  15. Communicating Breast Cancer Screening With Young Women: An Experimental Test of Didactic and Narrative Messages Using Video and Infographics.

    Science.gov (United States)

    Occa, Aurora; Suggs, L Suzanne

    2016-01-01

    Cancer is one of the leading causes of death around the world. Mortality from breast cancer can be reduced if the cancer is detected early enough. It is important to find effective communication that encourages early detection of breast cancer. This study aimed to measure differences between narrative and didactic communication on breast cancer awareness, knowledge of appropriate diagnostic exams, attitude toward breast self-exam, and intention to screen for breast cancer through a breast self-exam. It further aimed to test whether any differences in outcomes were associated with the format used to deliver the communication: video or infographic. The effects of the communication strategies were tested using an experimental design with a control group and four experimental groups: narrative video, didactic video, narrative infographic, or didactic infographic. A total of 194 Italian-speaking women ages 18-30 years completed questionnaires before and after exposure. Positive increases were found for all outcome variables after exposure to any communication strategy tested. The didactic message delivered in video format had the most positive effect on awareness and knowledge, whereas the narrative video message had the most positive effect on attitude and intention. For both message types, videos had a more positive influence than infographics when communicating breast cancer information for this audience. This was the first study of message effects of breast cancer communication with Italian-speaking young women. Further research is warranted to understand how to maximize communication strategies so that they are the most effective in influencing behaviors and if these results are consistent with other linguistic populations.

  16. Didactical-Scientific Modeling: integrating experimental activities and the process of scientific modeling in the teaching of Physics

    Directory of Open Access Journals (Sweden)

    Leonardo Albuquerque Heidemann

    2016-04-01

    Full Text Available The dissociated way with which the theory and practice are often treated in Physics teaching contributes to students' difficulties in using scientific knowledge to represent real events, which are not idealized situations as the events presented in most textbook problems. Considering that the process of scientific modeling is of fundamental importance for students to learn Science, about Science and how to do Science, Brandão, Araujo and Veit, supported by Vergnaud's Theory of Conceptual Fields and by Bunge's concept of scientific modeling, propose a theoretical-methodological framework for modeling in Physics Education named Didactical-Scientific Modeling (DSM. The authors defend the thesis that it is possible to consider the process of scientific modeling as a conceptual field underlying the specific conceptual fields of Physics. They elucidate knowledge associated to the facing of problems that involve the use, exploration and validation of didactical versions of scientific models. However, the goal of this framework is not to explain how the concepts related to empirical testability are connected to scientific modeling concepts. In order to fill this gap, we present in this article an expansion of this theoretical-methodological framework based on Bunge's concepts on contrasting scientific ideas. In this regard, we insert experimental work concepts in the conceptual field associated to the process of didactical-scientific modeling. Lastly, we exemplify its use in order to support the design and execution of experimental activities focused on the scientific-didactical process, and we also discuss some implications for future research in Physics Education.

  17. The quest for family roots and traditions. Didactic and educational aspects of a pedagogic seminar

    Directory of Open Access Journals (Sweden)

    JOLANTA SZABLICKA-ŻAK

    2017-10-01

    Full Text Available This text is an attempt to share the experience and observations resulting from a one-year pedagogic seminar conducted for students attending extramural courses at the Institute of Pedagogy at the University of Wrocław, between 2005 and 2008. The theme of the family and its multidimensional depictions discussed as part of the seminar was subjected to an in-depth analysis within the framework of the historical and anthropological context. Didactic and educational purposes, as well as research methods were set forth. The seminar gave rise to dozens of dissertations on the family and the traditions it cultivates. The said studies embraced life stories of a few generations, starting from the late great-grandparents and grandparents to the contemporary family members, including the authors and their children, thus giving an interesting account of the twentieth century history and the changes in the family structure. Students pointed out that family bonds were both restored and tightened asa result of collecting materials and holding conversations. Furthermore, while gathering materials and drafting their dissertations, students became aware of the fact that each and every person contributes to shaping history and is responsible for what constitutes the present and the future of not only his/ her family or local community, but at times also the homeland.

  18. Analysis of the Teacher´s Educational Practice: Didactic Thinking, Interaction and Reflection

    Directory of Open Access Journals (Sweden)

    Benilde García Cabrero

    2008-08-01

    Full Text Available The educational practice of teachers is considered as a dynamic, reflexive activity that involves events that occur in the context of student–teacher interaction, but that is not limited to what has been conceived as teaching practice, that is to say, the educational processes taking place within the classroom, but related also to the pedagogical intervention that occurs before and after the interactive processes within the classroom. This paper describes a proposal that includes three dimensions to evaluate teaching practice: 1 didactic thinking and planning; 2 educational interaction in the classroom and 3 reflection upon goals attained as a result of the operationalization of the first two dimensions. These three dimensions are interdependent, so each one affects and is affected by the other two, hence the necessity to consider them in an integral way. This proposal considers that teaching improvement programs should stem from carrying out teaching evaluation in the first place, and then proceed to teachers´ training.

  19. 3D Printing as a Didactic Tool for Teaching some Engineering and Design Concepts

    Directory of Open Access Journals (Sweden)

    Edwin Blasnilo Rua Ramirez

    2018-01-01

    Full Text Available Context: 3D printing can be used for a wide range of tasks such as the design and testing of prototypes and finished products in a shorter time. In mechanical engineering, prototype designs are continuously generated in academic class activities and final coursework projects by students and teachers. However, students show limitations while understanding the abstract concepts represented with such designs. Method: Firstly, a large scale 3D printer with improved technical specifications compared to traditional market options and similar price, was fabricated. By means of free software and hardware tools and easy-to-obtain alternative manufacturing materials, it was possible to decrease its manufacturing and operating costs. Then a set of study cases utilising the 3D printer in three different subject classes were designed and tested with two cohorts of students of Mechanical Engineering programme. Results: It was feasible to fabricate a cost-effective and practical 3D printer for constructing prototypes and pieces that benefit teaching and learning concepts in engineering and design areas. The experiments carried out in three subjects of engineering courses with second-year students, showed a similar trend of improving the average course grades, as it was observed in two cohorts in different terms. Conclusions: This type of low cost 3D printer obtained academic advantages as a didactic tool for the learning process in engineering and design subjects. Future work will consider applying this tool to other courses and subjects to further evaluate its convenience and effectivity.

  20. Promoting the Good e-Teacher: Didactical Choices when developing e-pedagogical Competences

    Directory of Open Access Journals (Sweden)

    Grete Oline Hole

    2010-11-01

    Full Text Available The article gives an overview of how the development of a blended e-pedagogy course for Higher Education teachers have used the experiences from many years of international online courses for European BA students. Influenced by the situated-learning perspective, this course employs student-centred teaching and learning methods. Moreover, inspired by the Community of Inquiry, this programme emphasizes the importance of Cognitive, Teaching and Social presence in the Virtual Learning Environment. The students plan their own courses in accordance with the stages of becoming an e-learner. One uses the ecological “Model of Relations between Didactical Categories” as a framework, and the e-pedagogy course is customized to be “hands-on” learning experiences, which promotes the desired e-teacher competences. During the course the students are engaged in discussions and co-operation by using different ICT-collaborations tools. At this time, the course has been held twice, and is available for everyone as an online learning resource under the Creative Commons license (http://www.virclass.net/eped. Evaluations by students have demonstrated that this hands-on training course can help students attain the necessary competences needed to be skilled e-teachers.

  1. The opinion of preceptors and students of very early IPPE rotations delivered concurrently with didactic courses.

    Science.gov (United States)

    Stanton, Robert B; Kimble, Craig; Butt, Melanie T; Anderson, Stephanie L; Broedel-Zaugg, Kimberly; Anderson, Harold Glenn

    The Marshall University School of Pharmacy had the opportunity to create an experiential education program where IPPE education was introduced in their P1 year and was concurrent with didactic coursework. The School begins the delivery of experiential education as soon as the sixth week of the first professional year. To ascertain the opinion of institutional preceptors, community preceptors, and students after the first academic year to discern viewpoints on the effectiveness and value of very early P1 experiential rotations. Institutional and community preceptors and students were assessed by anonymous survey in order to ascertain their respective opinions regarding early P1 experiential education. The results of the preceptors were further divided into institutional and community practice sites. This study was approved by the Marshall University Institutional Review Board. Key findings demonstrated that early rotations were perceived as beneficial to the student by both community and institutional preceptors, as well as, the students themselves. Most, but not all, preceptors felt early rotations were beneficial to their practice and the student. Institutional preceptors were less likely to perceive a benefit to their practice or to the student than were community preceptors. Students were positive about the early experience. The results of these surveys regarding early experiential rotations should help minimize concerns of both preceptors and those assigned responsibility for constructing experiential programs about implementing early experiential rotations in the curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Learning Environments and Didactic Strategies for Vulnerable Groups in the Bolívar Province, Ecuador

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    Msc. M. Aroca-Pazmiño

    2015-11-01

    Full Text Available This paper deals with the study of vulnerable groups in different educational institutions from the Bolivar Province. The research is based on the social pedagogical approach. Some risks may influence negatively in some groups, and in the teaching-learning process. That´s why, we diagnosed the most vulnerable educational institutions in the main communities and analyzed the causes influencing in this problematic, so we applied a survey and an observational guide to gather information. As a result we detected some students with educational vulnerability caused by dysfunctional families, the great distances from their schools, migration, poverty, physical and learning disabilities, and the fact that the teachers do not know how to deal with these problems. From the analysis and interpretations of the results of the empirical and theoretical methods we are elaborating a Didactic Guide containing learning and teaching strategies aimed at integrating vulnerable groups into different learning environments. Keywords:  educational vulnerability, strategies, learning environment, Social Pedagogy.

  3. Functional translation and linguistic variation: the use of didactic sequence in teaching languages

    Directory of Open Access Journals (Sweden)

    Valdecy Oliveira Pontes

    2017-12-01

    Full Text Available In the context of the approach of the linguistic variation of Spanish and the use of Functionalist Translation in Foreign Language classes, this article aims to report the results of the application of a Didactic Sequence (SD, in the style of the Geneva School, Hispanic plays for the teaching of linguistic variation in the pronominal treatment forms of the Spanish-Portuguese Brazilian language pair. SD was applied in the subject "Introduction to Translation Studies in Spanish Language" (2nd semester, offered by the course in Letters - Spanish Language and its Literatures, of the Federal University of Ceará. This article was based on the theoretical foundations of Functionalist Translation (NORD, 1994, 1996, 2009, 2012, Translation and Sociolinguistics (BOLAÑOS-CUELLAR, 2000; MAYORAL, 1998, elaboration of SD (DOLZ; NOVERRAZ; SCHNEUWLY, 2004; CRISTÓVÃO, 2010; BARROS, 2012 and research on the variation in the forms of treatment of Spanish and Portuguese (FONTANELLA DE WEINBER, 1999; SCHERRE et al, 2015.

  4. Nurse practitioners and physician assistants: preparing new providers for hospital medicine at the mayo clinic.

    Science.gov (United States)

    Spychalla, Megan T; Heathman, Joanne H; Pearson, Katherine A; Herber, Andrew J; Newman, James S

    2014-01-01

    Hospital medicine is a growing field with an increasing demand for additional healthcare providers, especially in the face of an aging population. Reductions in resident duty hours, coupled with a continued deficit of medical school graduates to appropriately meet the demand, require an additional workforce to counter the shortage. A major dilemma of incorporating nonphysician providers such as nurse practitioners and physician assistants (NPPAs) into a hospital medicine practice is their varying academic backgrounds and inpatient care experiences. Medical institutions seeking to add NPPAs to their hospital medicine practice need a structured orientation program and ongoing NPPA educational support. This article outlines an NPPA orientation and training program within the Division of Hospital Internal Medicine (HIM) at the Mayo Clinic in Rochester, MN. In addition to a practical orientation program that other institutions can model and implement, the division of HIM also developed supplemental learning modalities to maintain ongoing NPPA competencies and fill learning gaps, including a formal NPPA hospital medicine continuing medical education (CME) course, an NPPA simulation-based boot camp, and the first hospital-based NPPA grand rounds offering CME credit. Since the NPPA orientation and training program was implemented, NPPAs within the division of HIM have gained a reputation for possessing a strong clinical skill set coupled with a depth of knowledge in hospital medicine. The NPPA-physician model serves as an alternative care practice, and we believe that with the institution of modalities, including a structured orientation program, didactic support, hands-on learning, and professional growth opportunities, NPPAs are capable of fulfilling the gap created by provider shortages and resident duty hour restrictions. Additionally, the use of NPPAs in hospital medicine allows for patient care continuity that is otherwise missing with resident practice models.

  5. Didactics and dialectics of modern movement architecture heritage: Konstantin Stepanovich Melnikov

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    Semenov Vadim Nikolaevich

    2014-09-01

    Full Text Available In the beginning of the 21st century Melnikov's heritage (KM-Heritage - one of modern architecture apostles - stayed in awful condition. Memories of Melnikov's creative and pedagogical activities were practically lost. In view of this situation in 1995 Creative Youth Center named after K.S. Melnikov (TM-KM Center was formed in MGAKHIS, in which K.S. Melnikov had been working for the last 16 years of his life. Student's research work of the lost KM-Heritage reconstruction was organized. In 2002 the results of the Center activities were examined by Russian Academy of Architecture and Construction Sciences and the Declaration was approved. The Declaration purpose was to join the efforts of the leading domestic and foreign public and state organizations for the complex solving of up-to-date KM-Heritage problems. Public, research-practical training and educational Center of architect Konstantin Stepanovich Melnikov (KM-CENTER was formed on KM-TM Сenter basis. Dialectical research method of KM-Heritage objects in frames of student's sciencerequired working out special didactic bases and system organization of their continuous studying, research and design reconstruction in a close connection with the educational process. First-year students were involved in scientific process and continued their research activity up to diploma defense. First-year students joined the "senior" colleagues’ research process. The accepted system let students to be absorbed consecutively in cultural heritage objects structure and to form complete picture of their life cycles. The investigated objects are structured and analyzed by students at all the disciplines studied in high school. Creative groups are formed by students of all years, who have foreign languages and information technology skills. Leadership is carried out by graduators and young experts of KM-CENTER. The continuous, structured system of students immersing into the studied object promotes gradual

  6. "Flipped classrooms" in training in maxillofacial surgery: preparation before the traditional didactic lecture?

    Science.gov (United States)

    Elledge, Ross; Houlton, Samantha; Hackett, Stephanie; Evans, Martin J

    2018-04-28

    While virtual learning environments (VLE) can be used in medical education as stand-alone educational interventions, they can also be used in preparation for traditional "face-to-face" training sessions as part of a "flipped classroom" model. We sought to evaluate the introduction of this model in a single module on maxillofacial radiology from a course on trauma skills. Course delegates were randomised into two groups: one was given access to an e-learning resource (test group) and the other attended a traditional didactic lecture (control group). Knowledge and confidence were assessed before and after the course with a 20-question single-best-answer paper and a 10-situation 100mm visual analogue scale (VAS) paper, respectively. All participants were then given free access to the VLE for 30days and were invited to take part in an e-survey. Neither group showed improvements in the single-best-answer scores, but both groups showed comparable improvements in VAS (control: median (range) values improved from 40.8 (17.7-82.5) mm to 62.8 (35.3-88.7) mm, p=0.001; test group: from 47.7 (10.9-58.1) mm to 60.5 (32.4-75.6) mm, p=0.005). Half of the respondents stated that they preferred the "flipped classroom" approach, and 22/22 stated that they would be "likely" or "very likely" to use an e-learning resource with expanded content. The "flipped classroom" approach was well received and there were comparable improvements in confidence. As maxillofacial radiology lends itself to online instruction with its reliance on the recognition of patterns, and problem-based approach to learning, a piloted e-learning resource could be developed in this area. Copyright © 2018 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  7. Additive manufactured serialization

    Science.gov (United States)

    Bobbitt, III, John T.

    2017-04-18

    Methods for forming an identifying mark in a structure are described. The method is used in conjunction with an additive manufacturing method and includes the alteration of a process parameter during the manufacturing process. The method can form in a unique identifying mark within or on the surface of a structure that is virtually impossible to be replicated. Methods can provide a high level of confidence that the identifying mark will remain unaltered on the formed structure.

  8. Secuencia didáctica “Quien sabe hablar del camino es porque andado lo tiene” | Didactic Sequence ‘Quien sabe hablar del

    Directory of Open Access Journals (Sweden)

    Robertha Leal

    2015-05-01

    Full Text Available Resumen La secuencia didáctica que aquí presentamos se ha elaborado con una doble finalidad: a como parte del curso Competencias didácticas del docente de Lengua, organizado en la universidad Tecnológico de Monterrey (México, cuyo objetivo era reflexionar sobre el lugar de la gramática en el aprendizaje de los usos de la lengua en un contexto académico; b para su experimentación en la asignatura “Fundamentos de la escritura” de la citada universidad, cursada por los alumnos de primer curso con deficiencias en su competencia lingüística y comunicativa1, con el propósito de proporcionar a estos estudiantes un marco de trabajo en el que la actividad metalingüística sea un componente importante de las actividades de comprensión y composición de textos escritos. Describiremos, en primer lugar, la secuencia didáctica. En segundo lugar, explicitaremos las decisiones que se han debido tomar en campos tan relevantes como la caracterización de la práctica discursiva que va a servir de eje a la secuencia, la selección de los contenidos gramaticales y el planteamiento didáctico de las actividades de aprendizaje. Cerraremos el artículo con unas notas sobre la experimentación de la secuencia didáctica en el grupo de alumnos para el que estaba destinada. Abstract The didactic sequence at hand, has been developed with a double purpose: a as part of the course Didactic Competencies of Language Teachers, organized in the Technological University of Monterrey (Mexico, which aimed to reflect on the place of grammar within the field of the learning of language usages in academic context; b for experimentation on the course Fundamentals of Writing of that university, which is taken by first-year students with deficiencies in their linguistic and communicative competences. The experiment consists of providing these students with a framework in which metalinguistic activities become an important component of both, comprehension activities and

  9. Model Additional Protocol

    International Nuclear Information System (INIS)

    Rockwood, Laura

    2001-01-01

    Since the end of the cold war a series of events has changed the circumstances and requirements of the safeguards system. The discovery of a clandestine nuclear weapons program in Iraq, the continuing difficulty in verifying the initial report of Democratic People's Republic of Korea upon entry into force of their safeguards agreement, and the decision of the South African Government to give up its nuclear weapons program and join the Treaty on the Non-Proliferation of Nuclear Weapons have all played a role in an ambitious effort by IAEA Member States and the Secretariat to strengthen the safeguards system. A major milestone in this effort was reached in May 1997 when the IAEA Board of Governors approved a Model Protocol Additional to Safeguards Agreements. The Model Additional Protocol was negotiated over a period of less than a year by an open-ended committee of the Board involving some 70 Member States and two regional inspectorates. The IAEA is now in the process of negotiating additional protocols, State by State, and implementing them. These additional protocols will provide the IAEA with rights of access to information about all activities related to the use of nuclear material in States with comprehensive safeguards agreements and greatly expanded physical access for IAEA inspectors to confirm or verify this information. In conjunction with this, the IAEA is working on the integration of these measures with those provided for in comprehensive safeguards agreements, with a view to maximizing the effectiveness and efficiency, within available resources, the implementation of safeguards. Details concerning the Model Additional Protocol are given. (author)

  10. Principles of formation of the content of an educational electronic resource on the basis of general and didactic patterns of learning

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    Ольга Юрьевна Заславская

    2018-12-01

    Full Text Available The article considers the influence of the development of technical means of teaching on the effectiveness of educational and methodical resources. Modern opportunities of information and communication technologies allow creating electronic educational resources that represent educational information that automates the learning process, provide information assistance, if necessary, collect and process statistical information on the degree of development of the content of the school material by schoolchildren, set an individual trajectory of learning, and so on. The main principle of data organization is the division of the training course into separate sections on the thematic elements and components of the learning process. General regularities include laws that encompass the entire didactic system, and in specific (particular cases, those whose actions extend to a separate component (aspect of the system. From the standpoint of the existence of three types of electronic training modules in the aggregate content of the electronic learning resource - information, control and module of practical classes - the principles of the formation of the electronic learning resource, in our opinion, should regulate all these components. Each of the certain principles is considered in the groups: scientific orientation, methodological orientation, systemic nature, accounting of interdisciplinary connections, fundamentalization, systematic and dosage sequence, rational use of study time, accessibility, minimization, operationalization of goals, unified identification diagnosis.

  11. Hipernexus Hipernexus: a as didactic experience methodology for the production of hypertexts

    Directory of Open Access Journals (Sweden)

    García Giraldo Ruth Marina

    2008-01-01

    Full Text Available Este texto pretende presentar el sistema Hipernexus como una alternativa didáctica para la producción de documentos hipertextuales, dada la fuerte presencia de las TIC en el aula de clase; lo que implica, en principio, plantear el concepto de hipertexto para el sistema y cómo dicha concepción, sumada a los soportes de lectura y escritura que han existido a lo largo de toda la historia (particularmente Hipernexus, cambian, de manera significativa, el modo de comprender no sólo la lectura y la escritura, sino que también replantea el papel del lector, diluye la figura del autor, dispersa las fronteras de los textos que, hasta ahora, se venían comportando como entidades intelectuales autónomas, singulares e independientes. Esto da paso al otro texto como una economía de referentes siempre abiertos, heterogéneos con fracturas, esguinces, saltos y que, por tanto, no puede considerarse como inmediato, en el sentido que está inacabado, como unidad cierta u homogénea; por el contrario, siempre existe una posibilidad de prolongación, extensión, antifaz o pliegue del mismo. The aim of this text is to introduce Hipernexus as a didactic option in order of creating hypertextual documents, given the strong presence of TIC on classrooms nowadays; first of all, this involves posing the conception of hypertext, understood for the system and as such understanding, summed up to the basis of reading and writing we’ve witnessed throughout history, meaningfully changing the way we understand not only reading and writing, but also redefining reader’s role, diluting author’s figure, scattering texts’ borders that, until now, had behaved as intellectual, autonomic, odd and independent entities. This allows new texts to become an economy of open referents, heterogeneous and fill with fractures, sprains and jumps, hence they can’t be consider immediately on the sense of finished products as an unit.

  12. Effect of Stereoscopic Anaglyphic 3-Dimensional Video Didactics on Learning Neuroanatomy.

    Science.gov (United States)

    Goodarzi, Amir; Monti, Sara; Lee, Darrin; Girgis, Fady

    2017-11-01

    The teaching of neuroanatomy in medical education has historically been based on didactic instruction, cadaveric dissections, and intraoperative experience for students. Multiple novel 3-dimensional (3D) modalities have recently emerged. Among these, stereoscopic anaglyphic video is easily accessible and affordable, however, its effects have not yet formally been investigated. This study aimed to investigate if 3D stereoscopic anaglyphic video instruction in neuroanatomy could improve learning for content-naive students, as compared with 2-dimensional (2D) video instruction. A single-site controlled prospective case control study was conducted at the School of Education. Content knowledge was assessed at baseline, followed by the presentation of an instructional neuroanatomy video. Participants viewed the video in either 2D or 3D format and then completed a written test of skull base neuroanatomy. Pretest and post-test performances were analyzed with independent Student's t-tests and analysis of covariance. Our study was completed by 249 subjects. At baseline, the 2D (n = 124, F = 97) and 3D groups (n = 125, F = 96) were similar, although the 3D group was older by 1.7 years (P = 0.0355) and the curricula of participating classes differed (P < 0.0001). Average scores for the 3D group were higher for both pretest (2D, M = 19.9%, standard deviation [SD] = 12.5% vs. 3D, M = 23.9%, SD = 14.9%, P = 0.0234) and post-test performances (2D, M = 68.5%, SD = 18.6% vs. 3D, M = 77.3%, SD = 18.8%, P = 0.003), but the magnitude of improvement across groups did not reach statistical significance (2D, M = 48.7%, SD = 21.3%, vs. 3D, M = 53.5%, SD = 22.7%, P = 0.0855). Incorporation of 3D video instruction into curricula without careful integration is insufficient to promote learning over 2D video. Published by Elsevier Inc.

  13. Didactic training vs. computer-based self-learning in the prediction of diminutive colon polyp histology by trainees: a randomized controlled study.

    Science.gov (United States)

    Khan, Taimur; Cinnor, Birtukan; Gupta, Neil; Hosford, Lindsay; Bansal, Ajay; Olyaee, Mojtaba S; Wani, Sachin; Rastogi, Amit

    2017-12-01

    Background and study aim  Experts can accurately predict diminutive polyp histology, but the ideal method to train nonexperts is not known. The aim of the study was to compare accuracy in diminutive polyp histology characterization using narrow-band imaging (NBI) between participants undergoing classroom didactic training vs. computer-based self-learning. Participants and methods  Trainees at two institutions were randomized to classroom didactic training or computer-based self-learning. In didactic training, experienced endoscopists reviewed a presentation on NBI patterns for adenomatous and hyperplastic polyps and 40 NBI videos, along with interactive discussion. The self-learning group reviewed the same presentation of 40 teaching videos independently, without interactive discussion. A total of 40 testing videos of diminutive polyps under NBI were then evaluated by both groups. Performance characteristics were calculated by comparing predicted and actual histology. Fisher's exact test was used and P  didactic training and 9 self-learning). A larger proportion of polyps were diagnosed with high confidence in the classroom group (66.5 % vs. 50.8 %; P  didactic training for predicting diminutive polyp histology. This approach can help in widespread training and clinical implementation of real-time polyp histology characterization. © Georg Thieme Verlag KG Stuttgart · New York.

  14. Didactic satellite based on Android platform for space operation demonstration and development

    Science.gov (United States)

    Ben Bahri, Omar; Besbes, Kamel

    2018-03-01

    Space technology plays a pivotal role in society development. It offers new methods for telemetry, monitoring and control. However, this sector requires training, research and skills development but the lack of instruments, materials and budgets affects the ambiguity to understand satellite technology. The objective of this paper is to describe a demonstration prototype of a smart phone device for space operations study. Therefore, the first task was carried out to give a demonstration for spatial imagery and attitude determination missions through a wireless communication. The smart phone's Bluetooth was used to achieve this goal inclusive of a new method to enable real time transmission. In addition, an algorithm around a quaternion based Kalman filter was included in order to detect the reliability of the prototype's orientation. The second task was carried out to provide a demonstration for the attitude control mission using the smart phone's orientation sensor, including a new method for an autonomous guided mode. As a result, the acquisition platform showed real time measurement with good accuracy for orientation detection and image transmission. In addition, the prototype kept the balance during the demonstration based on the attitude control method.

  15. Geographic-didactical games as interactive tools to test and improve student's basic knowledge in Physical Geography

    Science.gov (United States)

    Winkler, S.; Tintrup Gen. Suntrup, A.

    2009-04-01

    Due to an increasing disproportion between experienced teaching staff and student numbers at German universities, the time available for teaching the fundamental basic knowledge in Physical Geography was condensed during the past decade. Unfortunately, this mainly has been achieved at the expense of practical lessons of testing student's knowledge. The recent introduction of the Bachelor/Master degree has not solved this problem, but rather accelerated that tend. The "losers" of this tendency are those students enrolled in trainee teacher studies in Geography. In conjunction with the recent modifications of the study programs putting more focus on applied or specialized fields of Geography and its methodology, the trainee teacher students often express their critics and urgently demand opportunities to improve and test their basic knowledge (because it is especially that knowledge, they need at school and for their traditional examination). As the study program is quite dense, there is no room for special courses or seminars. By contrast, one has to use some free time slots available e.g. in the evenings of the usually quite long German excursions or of weekend seminars. However, after a day in the field or in the classroom, the teacher has to find a method owing enough excitement and clearly visible benefit for the students to achieve sufficient motivation. Interactive geographic-didactical games have been developed exclusively for this purpose and applied at different occasions. Those games had the goal of testing student's basic knowledge in a rather unconventional and "casual" style in order to motivate active participation. Most of the games could be played in small groups of students with the teacher only occasionally being involved as referee. Of course, the games had the general aim of improving the basic knowledge - or at least give the students the possibility to discover their own strength (or weakness) just before it is too late (as it e.g. would be

  16. La gestión didáctica del proceso de enseñanza-aprendizaje de las ciencias básicas en las carreras de ingeniería Didactics, teaching and learning sciences at engineering majors

    Directory of Open Access Journals (Sweden)

    Gladys Raquel Núñez Lazala

    2017-01-01

    Full Text Available The process of education of engineering students still shows several weak points. One important shortcoming relates to the application and transfer of basic sciences contents to professional and ordinary life situations. Among other causes, this is the result of a fragmented and de contextualized approach that fails to illustrate engineer students the connection between scientific knowledge and disciplines to professional problems. The authors surveyed professors to evaluate the management of didactic issues in the teaching-learning process of engineering majors. They used documentary analysis and literature review to build a theoretical framework; the authors provide a framework that provides the basis for leading the teaching and learning of basic sciences to engineer students from a communicative and contextualized approach.

  17. Sewage sludge additive

    Science.gov (United States)

    Kalvinskas, J. J.; Mueller, W. A.; Ingham, J. D. (Inventor)

    1980-01-01

    The additive is for a raw sewage treatment process of the type where settling tanks are used for the purpose of permitting the suspended matter in the raw sewage to be settled as well as to permit adsorption of the dissolved contaminants in the water of the sewage. The sludge, which settles down to the bottom of the settling tank is extracted, pyrolyzed and activated to form activated carbon and ash which is mixed with the sewage prior to its introduction into the settling tank. The sludge does not provide all of the activated carbon and ash required for adequate treatment of the raw sewage. It is necessary to add carbon to the process and instead of expensive commercial carbon, coal is used to provide the carbon supplement.

  18. Work Process Oriented Learning via Mobile Devices – Theoretical Basics and Examples for a (New Didactical Approach

    Directory of Open Access Journals (Sweden)

    Georg Spöttl

    2012-04-01

    Full Text Available Two problems can be identified which counteract the need for further training: On the one hand the clientele of skilled workers is not necessarily keen on further training. On the other hand the time and cost pressure within the sector does not offer any room for time-consuming further training measures far away from the workplace. This is why the project “Virtual Learning on the building site – (Vila-b” was realized in cooperation with the project partners of the University of Bremen (Working group »Digital Media« of the Centre for Information Technology as well as from the economy (Arbeitskreis ökologischer Holzbau e. V. and Claus Holm, pm|c. The project team has tested a concept which facilitated learning adapted to the occupational reality and supported by the advantages of digital media. The central didactical elements for the development of this further training course are the contextual and methodological orientation to real work processes as well as the use of digital mobile media which facilitate learning directly at the workplace. The present article starts with a description of the theoretical basics for learning within the work process and discusses the didactical elements which are necessary for work process oriented learning with digital and mobile media.

  19. Lesson study in prospective mathematics teacher education: didactic and paradidactic technology in the post-lesson reflection

    DEFF Research Database (Denmark)

    Rasmussen, Klaus

    2016-01-01

    This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the less...... and concern to the whole profession of mathematics teachers and the analysis adds to our insight into the potential of lesson study in prospective education as a meeting place where pertinent actors contribute to the expansion and dissemination of shared professional knowledge......This paper presents a detailed analysis of the post-lesson reflection, carried out in the context of eight cases of lesson study conducted by teams of Danish, lower secondaryprospective teachers and their supervisors. The participants, representing different institutions, were all new to the lesson...... study format. Nevertheless, it is demonstrated how their interaction shape the development of discourse about mathematical learning. The anthropological theory of the didactic is employed as the theoretical approach to analyse the mathematical and primarily didactical praxeologies developed...

  20. Optimal training for emergency needle thoracostomy placement by prehospital personnel: didactic teaching versus a cadaver-based training program.

    Science.gov (United States)

    Grabo, Daniel; Inaba, Kenji; Hammer, Peter; Karamanos, Efstathios; Skiada, Dimitra; Martin, Matthew; Sullivan, Maura; Demetriades, Demetrios

    2014-09-01

    Tension pneumothorax can rapidly progress to cardiac arrest and death if not promptly recognized and appropriately treated. We sought to evaluate the effectiveness of traditional didactic slide-based lectures (SBLs) as compared with fresh tissue cadaver-based training (CBT) for placement of needle thoracostomy (NT). Forty randomly selected US Navy corpsmen were recruited to participate from incoming classes of the Navy Trauma Training Center at the LAC + USC Medical Center and were then randomized to one of two NT teaching methods. The following outcomes were compared between the two study arms: (1) time required to perform the procedure, (2) correct placement of the needle, and (3) magnitude of deviation from the correct position. During the study period, a total of 40 corpsmen were enrolled, 20 randomized to SBL and 20 to CBT arms. When outcomes were analyzed, time required to NT placement was not different between the two arms. Examination of the location of needle placement revealed marked differences between the two study groups. Only a minority of the SBL group (35%) placed the NT correctly in the second intercostal space. In comparison, the majority of corpsmen assigned to the CBT group demonstrated accurate placement in the second intercostal space (75%). In a CBT module, US Navy corpsmen were better trained to place NT accurately than their traditional didactic SBL counterparts. Further studies are indicated to identify the optimal components of effective simulation training for NT and other emergent interventions.

  1. Particular Results of a Research Aimed at Curricula Design of Teacher Training in the Area of Didactic Technological Competences

    Directory of Open Access Journals (Sweden)

    Ján Záhorec

    2018-06-01

    Full Text Available The paper presents particular results of the first phase of a research aimed at improving pre-graduate teacher training in the area of didactic technological competences. The main goal of the prepared research is to modernize and optimize relevant parts of study programs of teacher trainees at Slovak higher education institutions (inclusion and structure the relevant subjects in the study programs, their content and time assignment. The results are related to a questionnaire survey of the current state and perspectives of the continuing professional development of primary and secondary school teachers contributing to their didactic technological competences improvement and development. Main attention is paid to an analysis of the selected questionnaire items in which the respondents assessed significance of the use of various interactive educational activities and digital means in teaching process to inrease efficiency of selected specific aspects of education. The presented analysis is based on the segmentation of the respondents on the factor of the category and sub-category of the teaching staff the respondents belong to.

  2. Incidence of a didactic sequence, based on multiple representations, for the strengthening of argumentative competence in high school students

    Directory of Open Access Journals (Sweden)

    Gustavo Bonilla

    2018-01-01

    Full Text Available The present article; seeks to identify the way in which a didactic sequence, based on the implementation of multiple representations, can have an impact on the strengthening of the argumentative competence in basic secondary school students. The methodological foundation on which is based the research, taking into account the mixed approach as a perspective that properly oriented, the exercise of research in the field of education. In view of the above, it performs a process of pedagogical intervention related to the general law of ideal gases, through the implementation of the elements presented in the didactic cycle with a research approach and with the application of a pretest and posttest. The techniques to be used for the process of intervention are the participant observation, the discussion group and the survey. Specifically, as instruments for the collection of information; the interview focused, semi-structured interview and the questions guide. The unit of work corresponds to 36 students --240, six students per each group of 9°-- the basic secondary educational institutions belonging to the Citadel New West, located in the Commune 60 and The Heart, located in the commune 13; both in the city of Medellín.

  3. Changes over nature concepts attitudinal nature of science and technology in primary school students after didactic intervention

    Directory of Open Access Journals (Sweden)

    Ricardo Pereira Sepini

    2014-06-01

    Full Text Available This investigation involved quality teaching of issues the Nature of Science and Technology (NS&T related to the validation of knowledge and how it works in today's world. The goal was to show the possibility to teach and assess issues and innovative ways of understanding the NS&T from a didactic intervention performed in the classroom with the help of a Teaching Learning Sequence (TLS. The study design was a experimental intervention, which gathers pretest - didactic intervention - posttest steps, with an experimental group and a control group. Research subjects were students of High-School in a city located in the southern state of Minas Gerais. Among the results there is a significant improvement from pretest to posttest in the experimental group, and a modest improvement in the control group. The contributions of this research also includes the TLS itself and the assessment instruments, and its functionality that makes them transferable to teaching science. We conclude that through the activity designed, conducted and evaluated in the classroom students achieved an improvement in attitudinal conceptions of NS&T

  4. Depictions and minifiction: a reflection on translation of micro-story as didactics of sign language interpreters training in colombia.

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    Alex Giovanny Barreto

    2015-10-01

    Full Text Available The article presents reflections on methodological translation-practice approach to sign language interpreter’s education focus in communicative competence. Implementing translation-practice approach experience started in several workshops of the Association of Translators and Interpreters of Sign Language of Colombia (ANISCOL and have now formalized in the bachelor in education degree project in signed languages, develop within Research Group UMBRAL from National Open University and Distance of Colombia-UNAD. The didactic proposal focus on the model of the efforts (Gile, specifically in the production and listen efforts. A criticism about translating competence is presented. Minifiction is literary genre with multiple semiotic and philosophical translation possibilities. These literary texts have elements with great potential to render on visual, gestural and spatial depictions of Colombian sign language which is profitable to interpreter training and education. Through El Dinosaurio sign language translation, we concludes with an outline and reflections on the pedagogical and didactic potential of minifiction and depictions in the design of training activities in sign language interpreters.

  5. Applying the Creativity in Oder to Generate Innovation Projects: the Practical Case Study of a Didactic Strategy

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    Eliana Maria dos Santos Pereira Alves

    2015-08-01

    Full Text Available A current challenge in teaching practice is to transform classrooms into laboratories to exchange experiences in courses whose goal is to enhance the professional skills in a practical and meaningful way. The search for improvement demonstrates that, increasingly, professionals become aware that organizations coexist in highly competitive environments, seeking to conquer more markets based on sustainable competitive advantages demanding fast responses of its employees. Considering that the process of creativity can be stimulated through the establishment of a suitable environment, this study aims to discuss the application of a didactic strategy developed for this purpose. Using the single case study methodology, it was used the technique of unstructured observation (informal or single to carry out the collection and the recording of events that occurred during the strategy application. It discusses elements such as identifying opportunities, creativity, innovation and entrepreneurship, seeking their relationships to understand how it is possible to motivate the generation of proposals for innovative projects in educational environments. As a result, it is presented the perceptions of teachers on the didactic strategy applied, emphasizing that a suitable environment for the development of ideas encourages the student to propose solutions for the improbabilities, creating innovative alternatives to the identified needs.

  6. THE CHARACTERIZATION OF DIDACTIC SPEECH OF A BIOLOGY TEACHER AND HIS INFLUENCE IN THE MOTIVATION OF STUDENTS FOR BIOLOGY

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    Lorena Bejarano Beltrán

    2016-10-01

    Full Text Available The Pedagogic practice is the staging of knowledge for consideration and recognition of acquired understanding in the academic and personal level that took place in the Commercial Technical School Manuela Beltran, showing that students present lack of motivation to learn Biology , which is expressed in the limited relationship between reality, scientific concepts together with the technical language. The experiments and innovation are left aside. This is why there is a question in relation to the didactic speech and motivation of seventh and eighth grade students towards Biology. In this way the didactic speech of the teacher has been characterized to allow the identification of elements that facilitate the teaching in terms of motivation. In the same way the space for recognizing the factors that generate in the students pleasure for the subject given, in which the games, the participation and the experiments were aspects that they will like to have in their classes. The present investigation had and interpretative paradigm and a qualitative perspective, such instruments like the nonparticipant observation,six recordings of Biology classes making analyses of information units where categories emerged, as well as a questionnaire applied to 25 students.

  7. Comparison of an interactive with a didactic educational intervention for improving the evidence-based practice knowledge of occupational therapists in the public health sector in South Africa: a randomised controlled trial

    Science.gov (United States)

    2014-01-01

    Background Despite efforts to identify effective interventions to implement evidence-based practice (EBP), uncertainty remains. Few existing studies involve occupational therapists or resource-constrained contexts. This study aimed to determine whether an interactive educational intervention (IE) was more effective than a didactic educational intervention (DE) in improving EBP knowledge, attitudes and behaviour at 12 weeks. Methods A matched pairs design, randomised controlled trial was conducted in the Western Cape of South Africa. Occupational therapists employed by the Department of Health were randomised using matched-pair stratification by type (clinician or manager) and knowledge score. Allocation to an IE or a DE was by coin-tossing. A self-report questionnaire (measuring objective knowledge and subjective attitudes) and audit checklist (measuring objective behaviour) were completed at baseline and 12 weeks. The primary outcome was EBP knowledge at 12 weeks while secondary outcomes were attitudes and behaviour at 12 weeks. Data collection occurred at participants’ places of employment. Audit raters were blinded, but participants and the provider could not be blinded. Results Twenty-one of 28 pairs reported outcomes, but due to incomplete data for two participants, 19 pairs were included in the analysis. There was a median increase of 1.0 points (95% CI = -4.0, 1.0) in the IE for the primary outcome (knowledge) compared with the DE, but this difference was not significant (P = 0.098). There were no significant differences on any of the attitude subscale scores. The median 12-week audit score was 8.6 points higher in the IE (95% CI = -7.7, 27.0) but this was not significant (P = 0.196). Within-group analyses showed significant increases in knowledge in both groups (IE: T = 4.0, P <0.001; DE: T = 12.0, P = 0.002) but no significant differences in attitudes or behaviour. Conclusions The results suggest that the interventions had

  8. Comparison of an interactive with a didactic educational intervention for improving the evidence-based practice knowledge of occupational therapists in the public health sector in South Africa: a randomised controlled trial.

    Science.gov (United States)

    Buchanan, Helen; Siegfried, Nandi; Jelsma, Jennifer; Lombard, Carl

    2014-06-10

    Despite efforts to identify effective interventions to implement evidence-based practice (EBP), uncertainty remains. Few existing studies involve occupational therapists or resource-constrained contexts. This study aimed to determine whether an interactive educational intervention (IE) was more effective than a didactic educational intervention (DE) in improving EBP knowledge, attitudes and behaviour at 12 weeks. A matched pairs design, randomised controlled trial was conducted in the Western Cape of South Africa. Occupational therapists employed by the Department of Health were randomised using matched-pair stratification by type (clinician or manager) and knowledge score. Allocation to an IE or a DE was by coin-tossing. A self-report questionnaire (measuring objective knowledge and subjective attitudes) and audit checklist (measuring objective behaviour) were completed at baseline and 12 weeks. The primary outcome was EBP knowledge at 12 weeks while secondary outcomes were attitudes and behaviour at 12 weeks. Data collection occurred at participants' places of employment. Audit raters were blinded, but participants and the provider could not be blinded. Twenty-one of 28 pairs reported outcomes, but due to incomplete data for two participants, 19 pairs were included in the analysis. There was a median increase of 1.0 points (95% CI = -4.0, 1.0) in the IE for the primary outcome (knowledge) compared with the DE, but this difference was not significant (P = 0.098). There were no significant differences on any of the attitude subscale scores. The median 12-week audit score was 8.6 points higher in the IE (95% CI = -7.7, 27.0) but this was not significant (P = 0.196). Within-group analyses showed significant increases in knowledge in both groups (IE: T = 4.0, P <0.001; DE: T = 12.0, P = 0.002) but no significant differences in attitudes or behaviour. The results suggest that the interventions had similar outcomes at 12 weeks and that the

  9. Los juegos como recurso didáctico / Games as didactic resources

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    Rita Rivero-Sarduy

    2017-05-01

    professionals´ formation process. This research study proposes games used as didactic resource in the subject Biochemistry of the Physical Culture degree specialty. Its objective is to encourage learning, to consolidate taught contents, to strengthen positive attitudes and values, and to fulfill the objectives of the syllabus. Theoretical methods were used for bibliographic source evaluation. Empirical ones like the pre-experiment allowed to estimate the feasibility of the proposal; observation was used to identify the teaching-learning process regularities in the subject Biochemistry during the initial and final stages of the research; the survey served to state the critic opinion of students, the PNR (positive, negative, recommendations technique showed the impact the proposal had on students; and the mathematical method was used to process the gathered information. The games involved in the research study were described, noting their appeal and educational playful nature. The study also explains how their experimental application during the school year 2015- 2016 proved the feasibility of the proposal, encouraged learning, consolidated contents of Biochemistry and reinforced students professional behavior.

  10. Teaching and Learning on Enzymes: The Need for New didactic tools

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    M.L. Luiele

    2005-07-01

    Full Text Available Enzymes  are biological catalysts essential  for vital  chemical reactions  in the  cell.  The proper  under- standing  of enzyme  functioning  is an  important step  to  learn  more about life, the  subject  study  of biology. However, without  the opportunity to use a laboratory, it is difficult to the student to visualize the enzyme function.  Our project  is based in the production of a didactic  tool in a CD-rom media to teach enzymes.  In this way, we intend  to teach enzymology in a easy, playful, and more comprehensive way than  usually  is done by lectures.  The CD-room will present three  main subjects:  (i Theoretical aspects of enzymes; (ii Experimental and Interactive; and (iii Applications.  The first part  will bring short  texts  on the  structure and  function  of enzymes as well as some of their  history.   There  will be also a interactive show of some structures of enzymes,  collected  at  the  Protein Data  Bank,  where important  residues  and  location  of the  active  site will be shown in evidence.   In the  second part  of the CD-rom,  the student will be able to choose from different conditions  (substrate or concentration, pH, and temperature to visualize the kinetics  of a reaction  in a virtual  spctrophotometer where the changes  in absorbance  with  time  will be based  on actual  experiments done at the laboratory. The kinetic data  bank  includes reaction with  chymotrypsin, trypsin, glucose-6-phosphate dehydrogenase, and alkaline phosphatase. From the experiments it will be possible to show how the rate  of a reaction is measured,  and how the kinetic constants can be obtained. The interactive part will show schematics where the  conditions  can be changed  and  a cartoon  corresponding  to the  situation will be displayed and will change according to the movement of a cursor.  Part III will describe some applications of

  11. De la Didáctica a la Matética From Didactics to Matetica

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    Federico GÓMEZ RODRÍGUEZ DE CASTRO

    2013-09-01

    Full Text Available En la segunda mitad del siglo xx resulta interesante observar la confrontación creciente entre la educación general y la formación vocacional. En esta larga guerra, en la que el bachillerato tradicional se encuentra en regresión y la educación general amplía sus expectativas y presencia, permanece una cierta confusión. El curriculum está contaminado de modelos superiores (profesores, métodos, agentes y en estas circunstancias ni la reflexión pedagógica, ni la acción política, han sido capaces, hasta ahora, de definir con éxito qué debe ser una educación básica de diez años para todos los ciudadanos. La definición de esta educación general es el mayor y más urgente problema del pensamiento educativo y de la administración pública.At least from Comenius, the organisation of a public school system is being raised. Since then, the discusión about the aims, limits, levels and contents of education returns from time to time. With the intention of illuminating the main thesis of this paper, according with its title and fully aware of the possible bias of this choice, the author explores a theoreticalpractical way which he considers illustrative. From Comenius to Humboldt, Giner de los Ríos and Klafki, there is a powerful stream running through the history of education which attributes to education the aim of leading the person from didactics to matetics (matética, from the situation of being taught by somebody else to the capacity of learning by himself. This dichotomy sets the two essential levels in education: general education on the one hand and vocational training and professional practice on the other. General education ends when the person is able to learn, when he or she does not need to be taught and can decide his or her behaviour by him/herself. In practice, confusion has been brought by different historial influences, whether sociological, ideological, political or religious. Due to some of these influences

  12. Concepción didáctica para desarrollar lo ético-ambiental en el proceso de formación del profesional Didactical conception to develop the ethical-environmental within the professional formation process

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    Yusimí García Chediak

    2011-08-01

    Full Text Available El trabajo presenta una concepción didáctica para el desarrollo de lo ético-ambiental en la formación del profesional. Esta tributa a la adquisición de una cultura general integral los estudiantes, según se apropien de los elementos conceptuales, cognitivos, afectivos y conductuales en las actuales condiciones. La propuesta permite la incorporación de los conceptos ambientales a las disciplinas que forman al futuro profesional, generando actitudes responsables el medio ambiente.This paper presents a didactical conception to develop the ethical-environmental aspect within the education of professionals. It provides students with an integrated general culture, according to their appropriation of conceptual, cognitive, affective and behavioral elements of present circumstances. The proposal allows the incorporation of environmental concepts into the disciplines that form future professionals, which generates responsible attitude towards the environment.

  13. Didactic Approaches to Child-Managed Play: Analyses of Teacher's Interaction Styles in Kindergartens and After-School Programmes in Norway

    Science.gov (United States)

    Løndal, Knut; Greve, Anne

    2015-01-01

    This article explores the nature of teachers' involvement in child-managed play. We approached this didactic issue through analysis of interactional situations in a kindergarten and an after-school programme and by drawing on relational theory and the concept of "pedagogical tact". Qualitative material was gathered from observations and…

  14. Effects of Teachers' Epistemological, Health View and Pedagogical Beliefs on the Didactic Strategy to Teach Adolescent Reproductive Health: A Cameroonian Perspective

    Science.gov (United States)

    Nchia, Lawrence Ntam; Joseph, Tamesse L.; Fonkeng, George Epah; Ngeh, George Nditafon

    2017-01-01

    Despite the recommended didactic strategy to teach Adolescent Reproductive Health in Cameroon using Competency Based Approach with entry through problem situations, a lot of resistance is till observed within biology teachers in this multicultural and linguistic country. This cross sectional study uses Structural Equation Modelling (SEM)…

  15. Reforming Vocational Didactics by Implementing a New VET Teacher Education in Denmark: Tensions and Challenges Reflected in Interviews with Vocational College Teachers

    Science.gov (United States)

    Duch, Henriette; Andreasen, Karen E.

    2015-01-01

    A new education program, Diploma of Vocational Pedagogy, has recently been implemented in Denmark to upskill vocational college teachers and improve didactics at VET colleges in general. Among many challenges, vocational college teachers have to adapt their pedagogy to a large number of students from backgrounds with no tradition for education.…

  16. Comics as a Literary-Didactic Method and Their Use for Reducing Gender Differences in Reading Literacy at the Primary Level of Education

    Science.gov (United States)

    Kerneža, Maja; Košir, Katja

    2016-01-01

    The aim of the present study was to examine the effect of the systematic use of comics as a literary-didactic method to reduce gender differences in reading literacy and reading motivation at the primary level of education. It was assumed that the use of comics would have a positive effect on pupils' reading literacy and reading motivation, while…

  17. Learning to Read and Write on the Fringes of Schooling: Some Examples of Didactic Devices in Mexican Society in the Modern Era

    Science.gov (United States)

    Castro, Josefina Granja

    2008-01-01

    This paper focuses on the analysis of certain didactic resources that proliferated on the fringes of schooling during the second half of the nineteenth century in Mexico. The first of these is a method that, according to its author, made it possible to teach a pupil how to read in only six lessons, dated 1830; the second is a writing method from…

  18. Calculation programs as a didactic generator of the discipline “Fundamentals of rocket and space techniques”

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    Konstantin P. Baslyk

    2018-01-01

    Full Text Available A new method of teaching the subject “Fundamentals of rocket and space techniques” was suggested in the paper. This method is using the specialized calculation programs as a didactic tool for forming the educational material not only for practical training, but for the theoretical course too. A brief review of the educational literature on rocket and space techniques, published over the past decades was made. Organizational and methodological problems, associated with the teaching discipline are indicated: to define the educational material volume and content, the need to establish interdisciplinary connections, the search of tasks, which have numerical initial data and solution.The overview of pedagogical technologies and the requirements for modern didactic tools is made. On the basis of this analysis the principles of developing a new didactic tool are formulated. The educational technology with the educational process formation on the ahead basis is used. The knowledge is represented in a collapsed form. The combination of procedures for modeling and analysis of the knowledge is realized. The visualization of knowledge is achieved by considering of numerical illustration. The inductive synthesis and deductive analysis are used as psychological and pedagogical methods, as well as the formation of problematic situations.Three specialized calculation programs are used in the implementation of this didactic tool. The programs are: TERRA (B.Trusov – the calculation of chemical and phase equilibrium of multicomponent systems; RK1 (N.Generalov – the calculation of flight characteristics and geometrical parameters of the single-stage ballistic missile with liquid rocket engine; TRIJ1 (N.Generalov – the calculation of trajectory for leading out the payload of the single-stage ballistic missile. The study of the subject begins with the programs interfaces studying and tests performing. After that, the content of programs TERRA, RK1 and TRIJ1

  19. Collaboration between student art teachers and communication and digital media students promoting subject specific didactics in digital visual learning design

    DEFF Research Database (Denmark)

    Skov, Kirsten; Buhl, Mie

    into account. Our discussion of the potential for developing digital learning application from a collaborative approach is based on the visual design products, interviews and written reports, as well as shared experiences from the stakeholders in the project. Results: The project revealed three digital visual......=pdf Dunleavy, M. & Dede, C. (2014). Augmented reality teaching and learning. in. J.M. Spector, M.D. Merrill, J. Elen & M.J. Bishop (eds), The handbook og research for educational communications and technology New York: Springer http://isites.harvard.edu/fs/docs/icb.topic1116077.files....../DunleavyDedeARfinal.pdf Rasmussen, H. (2015). Digital Picture Production and Picture aesthetic Competency in It-didactic Design. Risk and opportunities for visual arts education in Europe. Proceedings, InSEA conferene, Lisbon, Portugal...

  20. Applying Connectivist Principles and the Task-Based Approach to the Design of a Multimodal Didactic Unit

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    Yeraldine Aldana Gutiérrez

    2012-12-01

    Full Text Available This article describes the pedagogical intervention developed in a public school as part of the research “Exploring Communications Practices through Facebook as a Mediatic Device”, framed within the computer mediated communications field. Twelve ninth graders’ communications practices were explored and addressed by means of multimodal technological resources and tasks based on the connectivist learning view. As a result, a didactic unit was designed in the form of the digital book Diverface. This one in turn displayed information through different media channels and semiotic elements to support its multimodal features. Teachers and students might thus need to reconstruct an alternative multimodal literacy so that they can produce and interpret texts of the same nature in online environments.