Engineering and didactics: blended approach

In this proposal, relationship between engineering and didactics is closely examined in order to conceptualize the construct of didactical engineering as an application of engineering methodology to studying of teaching and learning. Key terms (e.g., engineering, didactics, engineering design, and engineering didactics) are analyzed to validate the new construct. Subject domain of the didactical engineering is determined as design and construction of outcome-oriented teaching products via application of a scientific method and design thinking to the analysis of didactical systems, processes and situations for creating effective learning environments. The place of didactical engineering in the chain of related concepts as well as an impact of the new construct on redefining didactics is also discussedВ данном исследовании детально изучается взаимосвязь инженерии и дидактики с целью осмысления конструкции дидактической инженерии как применения инженерной методологии к изучению преподавания и обучения. Ключевые термины (например, инженерия, дидактика, инженерное проектирование и инженерная дидактика) анализируются для проверки новой конструкции. Предметная область дидактической инженерии определяется как проектирование и построение ориентированных на результат обучающих продуктов путем применения научного метода и проектного мышления к анализу дидактических систем, процессов и ситуаций для создания эффективной учебной среды. Также обсуждается место дидактической инженерии в цепочке смежных понятий, а также влияние новой строительной переопределяющей дидактик

Learning Sciences Perspective on Engineering of Distance Learning. Part 2

There is an on-going debate in the literature on theoretical underpinnings of distance learning. Scholars consider different theoretical perspectives including but not limited to theory of independence and autonomy, theory of industrialization, and theory of interaction and communication through the lens of a traditional Learning Theory approach. There is a lack of discussion on a potential role of a newly emerging field of Learning Sciences in framing the theory of distance learning. Thus, in this paper we provide a theoretical analysis of the Learning Sciences as a new approach to understand distance learning in the era of Information and Communication Technology (ICT). Learning Sciences is an interdisciplinary field that studies teaching and learning. This emerging innovative field includes but is not limited to multiple disciplines such as cognitive science, educational psychology, anthropology, computer science, to name a few. The Learning Sciences’ major objective is to understand and design effective learning environments, including distance learning, based on the latest findings about the processes involved in human learning

Learning Sciences Perspective on Engineering of Distance Learning. Part 1

There is an on-going debate in the literature on theoretical underpinnings of distance learning. Scholars consider different theoretical perspectives including but not limited to theory of independence and autonomy, theory of industrialization, and theory of interaction and communication through the lens of a traditional Learning Theory approach. There is a lack of discussion on a potential role of a newly emerging field of Learning Sciences in framing the theory of distance learning. Thus, in this paper we provide a theoretical analysis of the Learning Sciences as a new approach to understand distance learning in the era of Information and Communication Technology (ICT). Learning sciences is an interdisciplinary field that studies teaching and learning. This emerging innovative field includes but is not limited to multiple disciplines such as cognitive science, educational psychology, anthropology, computer science, to name a few. The Learning Sciences’ major objective is to understand and design effective learning environments, including distance learning, based on the latest findings about the processes involved in human learning

Teaching and learning about whole numbers in primary school

This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished – the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning.</p