Didactic Principles of Forecasting the Development of Elementary General Education

У тезах розкривається низка психолого-педагогічних засад прогнозування розвитку початкової загальної освіти.В тезисах раскрывается ряд психолого-педагогических основ прогнозирования развития начального общего образования.The thesis reveals a number of psychological and pedagogical principles for forecasting the development of elementary general education

Development of Interactive Materials by Engineering Students Using the Descartes Applets.

In a degree course such as Forestry Engineering, the general teaching objectives consist of explaining and helping students to understand the principles of Mechanics. For some time now we have encountered significant difficulties in teaching this subject due to the students' lack of motivation and to their insufficient prior preparation for the topic. If we add to this the discipline's inherent complexity and the students' preconceptions about the subject, these teaching difficulties become considerable. For this reason a series of didactic activities have been introduced sequentially in the teaching of this subject. This work describes the methodology, procedure and results for the action of developing a work project in groups using Descartes software. The results of this experiment can be considered very positive. Some of the critical preconceptions for learning the subject can be corrected, and the tutoring process in the classroom contributes to an improvement in teacherstudent communication. Since this scheme was established, the number of students taking part each academic year has increased, and this is the group with the greatest percentage of passing scores

Legitimizing the Educational Experience in the context of the Didactic Methodology

The didactic methodology reminds of the idea of an efficient functioning of the education process. In this way, the systemic perspective of the didactic methodology illustrates the way in which the educational experience transposed at the level of the teaching-learning-evaluating activity. Thus, the didactic courses of action initiated in the context of the educational reality emphasize an image that legitimizes the experience of learning itself in general. Therefore, from a pragmatic perspective, the didactic methodology represents a transposition of the educational strategies in relevant learning situations and adequate (self) training actions.didactic activity, educational methodology, didactic methodology, didactic technology, educational experience

Дидактические основы прогнозирования развития начального общего образования

У тезах розглянуто дидактичні засади прогнозування розвитку початкової загальної освіти.The thesis examines the didactic principles of forecasting the development of elementary general education.В тезисах рассмотрены дидактические основы прогнозирования развития начального общего образования

Teaching geography for a sustainable world: a case study of a secondary school in Spain

Geography has a major responsibility in delivering education for sustainable development (ESD), especially because the geographical concepts of place and space are key dimensions for the analysis and pursuit of sustainability. This paper presents the results of a research that investigated how the teaching of geography in secondary education in Catalonia (Spain) contributes to ESD. For the development of this research it was explored what is involved in understanding and resolving issues about sustainable development and how geography teachers might best conceptualize and teach in this new domain. As a result of this theoretical reflection it has been defined a proposal or model for reorienting the geography curriculum from the basis of the ESD paradigm, which is based and structured in four groups of criteria and recommendations as follows: recommendations for defining competences and learning objectives; criteria for selecting geographical contents and themes; criteria for selecting geographical areas and for the use of scale; and finally, recommendations for choosing the most suitable teaching and learning approach

Elaboration of the Model of Formation of Readiness of Future Primary School Teachers to the Use of Learning-playing Technologies

The study characterizes the structural-functional model of formation of readiness of students of the specialty “Primary education” to using learning-playing technologies in the educational process. Among general modeling forms there was chosen the combined model (graphic descriptive scheme) of the structural-functional type. There was substantiated the main idea of modeling of the process of formation of future primary school teachers' readiness to using learning-playing technologies, especially, elaboration of such structural-functional model that would allow to improve the effectiveness of this process, to make it correspondent to social requirements and expectations from realization of New Ukrainian school principles. It was determined, that the object of modeling is the process of formation of readiness to using learning-playing technologies, realized within the general system of the professional training of future primary school teachers. The aim of the model creation was formulated: elaboration of the schematic construction that embodies the abstract structure and the real projected process and result. The theoretical-methodological approaches to the model projecting process were separated, namely: system, activity, personally oriented, competence. The main blocs of the elaborated structural-functional model were separated, especially, target, content, procedural and resulting

Teaching linear algebra at university

Linear algebra represents, with calculus, the two main mathematical subjects taught in science universities. However this teaching has always been difficult. In the last two decades, it became an active area for research works in mathematics education in several countries. Our goal is to give a synthetic overview of the main results of these works focusing on the most recent developments. The main issues we will address concern: the epistemological specificity of linear algebra and the interaction with research in history of mathematics; the cognitive flexibility at stake in learning linear algebra; three principles for the teaching of linear algebra as postulated by G. Harel; the relation between geometry and linear algebra; an original teaching design experimented by M. Rogalsk