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Introduction: In this study we aimed to investigate the effects of incorporating Swedish-style fika (coffee) breaks into the didactic schedule of emergency medicine residents on their sleepiness levels during didactic sessions. Fika is a Swedish tradition that involves a deliberate decision to take a break during the workday and usually involves pastries and coffee. We used the Karolinska Sleepiness Scale to assess changes in sleepiness levels before and after the implementation of fika breaks.Methods: The study design involved a randomized crossover trial approach, with data collected from emergency medicine residents over a specific period. This approach was done to minimize confounding and to be statistically efficient.Results: Results revealed the average sleepiness scale was 4.6 and 5.5 on fika and control days, respectively (P = 0.004).Conclusion: Integration of fika breaks positively influenced sleepiness levels, thus potentially enhancing the educational experience during residency didactics.

Drama is the representation of life. A lot of dramatic elements are embedded in the African traditional marriage. Marriage is universal as almost all races marry and are given in marriage. Marriage ceremony is part and parcel of the traditional African society. It is a consummation of love where two young adults (male and female) are officially joined together as husband and wife and they live together as one to procreate. It is celebrated with pomp and pageantry. This study therefore seeks to expose and highlight the drama in African traditional marriage as well as the lessons derivable from the ceremony. The work is hinged on the postulation of Peter Brook's Theory of Empty Space which propagates for the conversion of any empty space to stage. According to him, instead of waiting for a comfortable theatre building adorned with curtains, lights and seats, we should convert any space available to be used as a performance space since there is no boundary between life and theatre. This is because, theatre is life and life is theatre. The work is qualitative and it used ethnographic research approach of participant observation as well as the library to explore the dramatic elements in African traditional marriage. The data was analyzed through the descriptive analysis. The result of the study acknowledged that though traditional marriage ceremony in Arondizuogu is a cultural ceremony for perpetuating life, embodies didactic lessons of communual coexistence and love as well as dramatic elements of dance, costume and make up, setting, properties, languages; it also attracts large audience from far and near to make it a total theatre. The study concludes that African traditional marriage is a total theatre with full compliments of dramatic elements of performance space, dance, costume and make up, properties, dialogue and a large audience from far and near. It is also a tool for teaching community values, norms and ethics. [ABSTRACT FROM AUTHOR]

Movement Integration has emerged as a new teaching practice involving infusing physical activity into classroom teaching to support learning. Implementing Movement Integration in primary and lower secondary schools has proven challenging, and teachers need help transforming Movement Integration into meaningful pedagogy. In this article, I examine how teachers can integrate movement into classroom teaching. The point of departure is an action research project, where the teachers and researcher, in a joint effort, developed and tried out movement activities in classroom teaching. The examination embraces the basic structures in teaching and diverse existing conceptions of learning, pivotal to developing a practice-oriented pedagogy. The result is an eclectic threefold pedagogy of Movement Integration that aims at the contemporary purposes of teaching involving qualification, socialization, and subjectification. The pedagogy of Movement Integration has three categories: 1) Movement Integration and learning prerequisites, 2) Movement Integration and driving forces and 3) Enactive Movement Integration. Each category outlines purposes, didactic guidelines and challenges. Together, they form a pedagogy that teachers can apply to navigate the pedagogical landscape of MI and plan and carry out movement activities meaningful to teaching. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Rechtsmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Elementary Education / Revija za Elementarno Izobraževanje is the property of University of Maribor, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The academic expectations of bachelor students regarding the didactics lecture course are a factor in the formation of motivated and creative teachers. The thesis is supported that if there is a correspondence between positive academic expectations of the students and the real learning process at the university, the students are motivated and participate actively. In this study an author‘s questionnaire about the academic expectations of students in the didactics lecture course is used. The analysis of various tools for assessing students‘ academic expectations showed that questionnaires structured by thematic areas are most often used. In the present study, the questionnaire is structured in three modules, corresponding to the three components in the system of expectations – cognitive, affective and conative. The current research has a practical orientation - the author‘s questionnaire should serve as an analysis of the students‘ academic expectations in the context of improving the lecture course on didactics. [ABSTRACT FROM AUTHOR]

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children's science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study lies in the use of theoretically comparative and historically methodological approaches to elaborate, compare, and recapitulate the features, history and the relationship of evidence-based education and the concept of Bildung. The relationship of the continental European didactic and Anglo-American curricular tradition, as well as to the meaning of teacher autonomy and (inter)national external evaluations of student achievements will be given special attention. Evidence-based education degrades teacher autonomy. Constituting the synergy of these two concepts can be considered the contemporary Holy Grail of education, which will probably not be found in the theoretical-methodological differences.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article details the design and implementation of a didactic intervention strategy aimed at enhancing the pedagogical skills of mathematics education students in the teaching of linear algebra. Given the challenges students often face in grasping abstract mathematical concepts, the intervention leverages the Anthropological Theory of Didactics and Collaborative Learning as its theoretical framework. The phases of the intervention's execution in the classroom, along with the key elements for successful implementation, are thoroughly outlined. The results indicate significant improvements in academic performance in the units’ covering determinants, matrices, and systems of linear equations, while challenges persist in the unit on vector spaces. In terms of task genres, students showed proficiency in defining and calculating, although there was a lower level of mastery in demonstrating. The study concludes that, despite a general unfamiliarity with autonomous learning, the future educators were able to become active and effective contributors to their own mathematical knowledge construction through collaborative group work.

Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Y. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of the main directions of research carried out under her leadership and with her direct participation. Methods. In this historical and psychological research, the oral and written speeches of N.F. Talyzina, as well as biographical and archival materials were analysed. Results. The article presents the main stages of the scientific biography of N.F. Talyzina. N.F. Talyzina completed her Cand. Sci. (Psychology) thesis on the topic “Inferences in solving geometric problems” under the supervision of P.A. Shevarev at the graduate school of the Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO). After defending the thesis in 1950 she began working at Moscow University. At Lomonosov Moscow State University N.F. Talyzina made her way from assistant (1950-1952), senior lecturer (1952–1960), associate professor (1960–1963) of the Department of Psychology of the Faculty of Philosophy to the head of the Department of Pedagogy of Humanities Faculties (1963–1966), and then head of the Department of Pedagogy and Educational Psychology (1966–1995) of the Faculty of Psychology created in 1966. In 1970, N.F. Talyzina defended her doctoral dissertation on the topic “Psychological foundations of managing knowledge acquisition.” In 1989, on the initiative of N.F. Talyzina a Training Center for retraining university employees in the field of psychological and pedagogical foundations of the educational process in higher education at the Faculty of Psychology of Lomonosov Moscow State University was created. In 1995 N.F. Talyzina left the post of the head of the department and for 20 years until 2015 she remained a professor at the above-mentioned Training Center. From 2015 until the end of her life N.F. Talyzina was a leading researcher at the Laboratory of Educational Psychology at the Department of Psychology of Education and Pedagogy. Conclusions. The ideas about the controlled formation of concepts developed by N.F. Talyzina not only received experimental testing, but were also used in organizing school and vocational instruction.

Copyright of Question (1669-6581) is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

After several decades of work toward elevating sustainability education, many have called for a transformation of the education system to create timely action. Teachers, students, organizational leaders, and many other stakeholders have voiced their dissatisfaction with their experience of sustainability education. Some say we can do more to create real action for sustainable futures. We investigate what, how and why lectures across disciplines at universities in different countries work with sustainability education. We conduct interviews and dialogs with teachers across disciplines to uncover interdisciplinary perspectives on sustainability education and how to move forward. The emerging reflections provide insights about transformations in the strategies and systems, and how to implement sustainability education. There is also a call for reuniting diverse intrapersonal and values thinking between stakeholders to support transformations in sustainability education. Furthermore, participants imagined the future as a creative space where collaboration across disciplines facilitates a student-centred transdisciplinary experience with real-world practice. This study provides insights into the mindset of teachers across disciplines and countries. A sustainability competence-based support model about the current sustainability education discourse is developed. [ABSTRACT FROM AUTHOR]

The aim of this article is to provide some elements about the set of real numbers and a synthetic view on the motivation of its rigorous constructions in the 19th century. Since the seminal works of Cauchy and Weierstrass, such constructions became a requirement for the arithmetization of the mathematical analysis. We also analyze some didactic considerations regarding teaching the set of real numbers in high school and at the beginning of university. With this article, we hope to provide subsidies for the elaboration of epistemological models of reference (EMR) for studies and research on the contents of functions, limit and continuity, among others. [ABSTRACT FROM AUTHOR]

This research seeks to design didactic strategies for teaching the Community Educational Experiential Calendar (CVEC) at the upper basic level of the “Simiátug” Intercultural Bilingual Millennium Educational Unit during the 2022-2023 school year. A descriptive field study with a quantitative approach was carried out, surveying 20 tenth year students. The results showed that knowledge about the CVEC is limited and is not applied as indicated by the Intercultural Bilingual Education System Model (MOSEIB). The proposed teaching strategies seek to integrate local knowledge with curricular content to promote autonomous and meaningful learning, revitalizing culture and ancestral knowledge. [ABSTRACT FROM AUTHOR]

The article addresses the importance of learning space design for self-directed learning. It shows that trainers can convey messages through the design of learning spaces and thereby promote or prevent self-directed learning. Based on approaches from co-creative and relational transactional analysis, communication and encounters are placed at the center of teaching-learning processes. The article asks what attitude is expressed through the learning space design and how this can be aligned with an OK-OK position. It shows the role in learning processes of satisfying the basic needs of stimulus, structure and strokes plays, and how these can be integrated into the teaching-learning concept through the design of the learning space. [ABSTRACT FROM AUTHOR]

The aim of this research article is to share a study conducted within the epistemological phase of mathematical theory in the context of the sciences. This study, developed by Patricia Camarena Gallardo, involves the development, presentation, and analysis of a didactic intervention aimed at revisiting the study of functions in an introductory course on differential and integral calculus. This approach is based on a contextualized problem in civil engineering, specifically a situation related to the dynamic analysis of a frame. The development of the intervention, with an expected duration of 12 hours per class, was methodologically supported by the analysis of a textbook on structural mechanics, as well as two calculus textbooks. Additionally, the study considered the curriculaof calculus courses, topics related to the historical development of the notion of function, the epistemological obstacles encountered in this process, as well as cognitive issues related to it. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Behind many Italian's idioms are hidden mythological figures and stories coming from Greek Mythology. Today, the so-called Gen Z seems to be more and more distant from a well-balanced knowledge of the classical world -- partly because the study of epics is not deep enough during school term, partly because models and cultural references have changed. Have these idioms become opaque to them or are they still transparent? By means of a questionnaire to a sample of two High School classes of IIS Carlo Urbani (Roma), the aim of the present intervention is therefore to test the students' figurative competence regarding ten E.I. related to the classical universe. Based on their answers and hypotheses, this paper then reflects on the frequency of use and intelligibility of these E.I. and suggests different ways to approach young people to the epic while studying. [ABSTRACT FROM AUTHOR]

In the educational project «dal dialetto alla lingua», promoted by Lombardo Radice and institutionalized through the reform by minister Gentile (1923), many volumes dedicated to teaching Italian to dialect-speaking students have been characterized by the presence of proverbs widespread in the reference areas. This paper proposes to investigate the characteristics of the paremiological heritage transmitted in the dialect-Italian bilingual volumes, which also present differences in the production intended for the same area determined by the choices of the individual authors. Through the analysis of a large sample of volumes addressed to different Italian areas, we will try to hypothesize which translation were most functional to the objectives proposed by the method, between a type of translation close to the dialect text, an explanatory translation, or a translation that transmits an Italian-Tuscan language model. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Given the increasing interest of students of all ages towards digital texts, but also the prevalence of the visual over other forms of language, the use of images in the teaching of any type of content should be a priority of the didactic act -- or at least a common didactic practice. Most frequently, however, teaching staff limit this priority to the use in well-defined contexts of certain visual teaching tools, be they digital/ technological or in the form of graphic and figurative materials. Without questioning their effectiveness, we promote their combination with last generation didactic techniques, which could profit from the children' s interest in the visual or hybrid spectacular (Ilie 2020: 159), in ways that stimulate, and even prioritize, the development of their aesthetic and cultural sensibility. In this article, we propose to describe one of these techniques, the art-language technique, and then to exemplify various modalities of using it, especially in the primary education. By assuming the reasoned association of a theme or a message of a literary/non-literary text with an artwork chosen from a series made available by the teachers (Ilie, 2020: 160), the art-language technique can be used in a variety of curricular, but also extra-curricular contexts, that could facilitate children's access to a wide range of contents from the school curricula specific to primary education. The applications presented in this work will take into account the areas of Language and Communication, Man and Society, Arts and Technologies, as well as Personal Development. Of course, the formative valences adjacent to the use of this technique derive from the inter- and pluri-disciplinary character it implies, giving students the opportunity to creatively express emotions and thoughts in a variety of situations. With the help of the teaching staff, the visual art works could be transformed, on one hand, into anchors that can facilitate the adequate assimilation of aesthetic and cultural contents; on the other hand, they could become excellent vehicles of supplementary meanings, resulted from the subjective experience of the student, placed in the posture of a sensible, but also critical observer, who sees beyond color and form. [ABSTRACT FROM AUTHOR]

Copyright of Sociology & Technoscience / Sociología y Tecnociencia is the property of Universidad de Valladolid, Escuela Universitaria de Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the last few years, Norway's lower secondary education has increasingly integrated one device for each student, reflecting broader technological trends in the Western world. To plan for learning and assessment in one-to-one classrooms, this article advocates for an ecological approach by elaborating on the term "educational chronotope", building on previous theoretical understanding of the term. Such an approach to teaching, learning, and assessment contrasts previous frameworks that emphasize teachers' digital competence and technology's transformative role in classrooms, like TPACK and SAMR. Drawing on empirical data from two extensive research projects, this article proposes a didactical model with six choices teachers might consider in orchestrating teaching, learning and assessment in the one-to-one digital classroom environment. The six decisions that teachers must consider are the (1) aim and task, (2) activities and (3) resources used. In addition, they must consider which (4) semiotic technologies and (5) modes students can use when working on the assignments to meet the (6) assessment criteria. The framework has significant implications for enhancing digital pedagogy and fostering student digital agency by actively involving students in shaping their educational chronotope. [ABSTRACT FROM AUTHOR]

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educación en Ingeniería is the property of Asociacion Colombiana de Facultades de Ingenieria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Was meint ›Umsetzen von Bildungszielen‹ aus der Effizienzperspektive oder mit reformpädagogischer Inklination? Im Schulunterricht geht es im Kern darum, dass gesetzte Bildungsziele erreicht werden. Dazu sind existentielle Dispositionen und Fragen der Schüler_innen mit Bildungszielen und mit den Lernaktivitäten der Schüler_innen zu vereinbaren. US-amerikanische Modellierungen solch professionellen Könnens unterscheiden sich grundsätzlich von deutschsprachigen. Im Betrag wird dies anhand zweier historischer Persönlichkeiten näher ausgeführt: Am Reformpädagogen Martin Wagenschein (1896–1988) und am US-Amerikaner John F. Bobbitt (1876–1956), der das Pendant zur deutschen Schulpädagogik oder Allgemeinen Didaktik, die Curriculum Studies entscheidend mitgeprägt hat. [ABSTRACT FROM AUTHOR]

At present, one of the problems that appears more frequently as an aspect that influences school performance is the one referred to motivation. The objective of this research is to develop a pedagogical and didactic strategy to contribute to the learning motivation of fifth-grade students of the Rio Guayllabamba School. The study was carried out from a multiple approach in which multimethodological triangulation was used to analyze the information gathered, which offered greater integrity to the research and compensated for weak points or biases resulting from the methods used individually. The research was organized in three stages, in an orderly manner, with the expected quality and in the expected time. The pedagogical and didactic strategy implemented for the treatment of motivation problems in the fifth-grade group of basic education of the Rio Guayllabamba school showed high effectiveness in the solution of the difficulties presented. The analysis of the initial diagnosis results with respect to those obtained after the application of the strategy reveals a positive transformation in all the aspects evaluated. The consultation with the experts offered positive criteria concerning the elements considered, such as applicability, objectivity, coherence, and relevance. All aspects achieved satisfactory results that endorsed the application. [ABSTRACT FROM AUTHOR]

The purpose of the work was to review the Latin American literature on Pedagogy and Didactics of accounting sciences. The methodology consisted of The search for the works was carried out electronically, with the use of the Google Academic, Redalyc, Latindex, Dialnet and Tesis en Red application databases. The scoring criteria included relevance, methodological quality of the proposal of research, the experience and position of the authors/holders, the originality, as well as the relevance and scientific rigor. As results, a total of 30 papers were selected. There is a predominance of publications in the Didactic category, with little contribution in Pedagogy. It was found that the articles address theoretical aspects (of national and international interest) related to the teachinglearning process, by questioning the concepts of education, teacher/student relationship, environment, empathy and motivation, among others. In conclusion, future research can contribute to improving pedagogy and didactics in accounting sciences with projects aimed at multiculturalism in businessrelated subjects at the university level, with the development of technological resources capable of being used in the classroom for the individualized or group learning on or off campus, therefore, support materials for class tasks that involve meeting the needs of students are important so that each student has their individual development plan. [ABSTRACT FROM AUTHOR]

How do we approach textual sources within cultural history? Do we 'think' about sources and 'work' with them in similar ways? Is it possible to identify a specific methodology among cultural historians? Cultural history is both a subfield and a discipline in its own right. In this domain, scholars often equate methodology with the application of theories to a text. However, it is crucial to explore the gap between reading a textual source and applying theories to understand and interpret it. This need to address methodology in a didactic manner motivates this special issue. Rather than taking our interpretive methods for granted, the authors in this special issue advocate for a self-reflective consciousness, explaining what we do and why. Through investigations and discussions on how we define and categorize textual sources within cultural history, the reading strategies we apply when approaching texts, and the interpretive strategies we may employ, the articles in this issue illustrate the relationship between application and result: how our methodology impacts our findings. [ABSTRACT FROM AUTHOR]

Certain foreign words have been translated from different languages into Turkish, and after these words have been used for a long time, they have been tried to be replaced by finding their equivalents in the mother tongue. In general, although the aim of the studies conducted in this field is to ensure the Turkishization of foreign terms and to help the problem of Turkish terms, in some cases, the word in question has continued to be used with its foreign language equivalent, and in some cases, no Turkish equivalent could be found for the word in question or its Turkish equivalent could not give the desired meaning and was not accepted. One of these words is the concept of "didactic". In order to clarify this concept and to clarify the existing confusion, this study will examine the concept of "didactic". In doing so, it is necessary to look at which terms in Turkish are included under the concept of didactics and at the same time to examine the definitions and information given under these terms in dictionaries or encyclopedias. The aim of this study is to compare six dictionaries and encyclopedias used in the general and educational fields in terms of certain characteristics of the concepts within the scope of the study, to examine the dimensions in which they deal with the concepts and to provide clarity in this sense. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientation Scolaire et Professionnelle (OSP) is the property of Institut National d'Etude du Travail et d'Orientation Professionnelle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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In this article we examine the relation between variation theory and Maria Montessori’s didactic theory. Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she therefore developed specific sensorial materials to be used in Montessori preschools for such a purpose. As noted by interpreters of Montessori education, a key principle in this material, as well as in variation theory, is the use of variation and invariance. However, in this article, lessons in two different areas than the training of the senses are analysed from a variation-theoretical perspective on learning; these lessons originate from Montessori’s own writings and from extracts from Montessori training courses. The result shows that a systematic use of variation and invariance can be seen as a more fundamental part of Montessori’s didactic theory and is not only applied in the sensorial training. The article will offer theoretical concepts useful when explaining why lessons in various areas should be presented in the way they are described.

In order to assist learners in scientific writing, encompassing genres such as dissertations, theses, and research articles, we developed a digital lexical tool based on a resource of the transdisciplinary scientific lexicon (TSL). This lexicon-genre-specific in scientific discourse-transcends disciplines and serves key discursive functions. The lexical tool, designed for autonomous use, provides semantic, syntactic, phraseological and discursive information about the LST, aiding in its decoding and encoding. An experiment with Chinese-speaking learners assessed the tool’s practicality in written production. The experiment involved scientific writing training, where learners used the tool for writing tasks. The objectives were to test the tool’s usability and to help learners acquire methodological and lexical scientific knowledge. Screen video capture technology recorded tool manipulations to objectively observe interactions between the tasks, learners, and the tool. A questionnaire gathered learners’ assessments of the tool. The analysis of the video captures and questionnaires provides insights into the tool’s integration in the English classroom. This is our result: the effective use of the tool not only depends on the design of a user-friendly interface, but also on the development of learners' lexical knowledge.