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curricular choices (the "why"). It focuses on the individual learner, their cognitive characteristics and functioning when they learn a given content and become a knowing subject. The perspective of educational reality in didactics is drawn extensively from cognitive psychology and the theory of teaching, and sometimes from social psychology. Didactics is descriptive and diachronic ("what is" and "what was"), as opposed to pedagogy, the other discipline related to educational theorizing, which is normative or prescriptive and synchronic ("what should or ought to be") in nature. Didactics can be said to provide the descriptive foundation for pedagogy, which is more concerned with educational goal-setting and with the learner's becoming a social subject and their future role in society.
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in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning. On the other hand, pedagogy is a practice-oriented discipline concerned with the normative study of the applied aspects of teaching in real teaching contexts, i.e., inside the classroom. Pedagogy draws from didactic research and can be seen as an applied component of didactics.
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political authorities, teachers and their associations define the issues of teaching and choose what should be taught under which form. Chevallard called this socio-political context of institutional organization the ânoosphereâ, which defines the limits, redefines and reorganizes the knowledge in socially, historically or culturally determined contexts.
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culture. Textbooks, in many cases, are the only sources of information that poor children and young people have access to in a poor country like Brazil. These books are also valuable support to teachers, offering modern learning methodologies and updated concepts and content in the most diverse disciplines
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The process of teaching involves the teacher who gives instructions, commands, delivers content, and provides necessary information. The pupil activity involves listening and memorization of the content. In the modern education system, lecture method which is one of the most commonly used methods is
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In France, didactics refers to the science that takes the teaching of disciplined knowledge as its object of study. In other words, didactics is concerned with the teaching of specific disciplines to students. One of the central concepts studied in didactics of a specific discipline in France is the
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In continental Europe, as opposed to
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The discipline of didactics is interested in both theoretical knowledge and practical activities related to teaching, learning and their conditions. It is concerned with the content of teaching (the "what"), the method of teaching (the "how") and the historical, cultural and social justifications of
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Didactic method provides students with the required theoretical knowledge. It is an effective method used to teach students who are unable to organize their work and depend on the teachers for instructions. It is also used to teach basic skills of reading and writing. The teacher or the literate is
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in French). French philosopher and sociologist Michel Verret introduced this concept in 1975, which was borrowed and elaborated further in the 1980s by the French didactician of
Mathematics Yves Chevallard. Although Chevallard initially presented this concept regarding the didactics of mathematics,
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The theory of didactic learning methods focuses on the baseline knowledge students possess and seeks to improve upon and convey this information. It also refers to the foundation or starting point in a lesson plan, where the overall goal is knowledge. A teacher or educator functions in this role as
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With the advent of globalisation at the beginning of the 20th century, however, the arguments for such relative philosophical aspects in the methods of teaching started to diminish somewhat. It is therefore possible to categorise didactics and pedagogy as a general analytic theory on three levels:
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was indeed the cultural origin of the didactic method but refers within its narrow context usually pejoratively to the use of language to a doctrinal end. The interpretation of these opposing views are theorised to be the result of a differential cultural development in the 19th century when Great
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Though the didactic method has been given importance in several schools, it does not satisfy the needs and interests of all students. It can be tedious for students to listen to the possible lectures. There is minimum interaction between the students and the teachers. Learning which also involves
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In Brazil, there has been for more than 80 years the government program called PNLD (National
Program of Didactic Book). This program seeks to provide basic education schools with didactic and pedagogical records, expanding access to the book and democratizing access to sources of information and
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The teacher is given the knowledge or content to be taught to students in what is called a teaching situation. The teaching or didactic situation is represented by a triangle with three vertices: the knowledge or content to be taught, the teacher, and the student. This is called the "didactic
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school had preplanned teaching (Didactic) materials designed, to develop practical, sensory, and formal skills. Lacing and buttoning frames, weights, and packet to be identified by their sound or smell. Because they direct learning in the prepared environment, Montessori educators are called
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for each discipline) and how it will be taught, so that it becomes an object of learning accessible to the learner. This external didactic transposition is a socio-political construction made possible by different actors working within various educational institutions: education specialists,
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In didactic method of teaching, the teacher gives instructions to the students and the students are mostly passive listeners . It is a teacher-centered method of teaching and is content-oriented. Neither the content nor the knowledge of the teacher are questioned.
337:), which is the knowledge as it is actually acquired by students in a learning context. The acquired knowledge can be used as a feedback to the didactic system. Didactic research has to account for all the aforementioned steps of didactic transposition.
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in the Anglo-Saxon world which offered these negative and limiting views of the didactic method. On the other hand, in continental Europe those moralising aspects of didactics were removed earlier by cultural representatives of the
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motivating the students to develop an interest towards the subject may not be satisfied through this teaching method. It may be a monologue process and experience of the students may not have a significant role in learning.
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triangle". In this triangle, the teacher-content side is concerned with didactic elaboration, the student-content side is about didactic appropriation, and the teacher-student side is about didactic interaction.
310:) produced by the scholars, scientists or specialists of a certain discipline in a research context, i.e., at universities and other academic institutions is transformed into "knowledge to teach" (
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on one side and the
Continental and North European tradition of didactics on the other. Still today, the science of didactics carries much less weight in much of the English-speaking world..
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that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with
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Knowledge of Science Teachers with Didactic Transposition Theory",
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Chevallard Y (1985) La
Transposition Didactique. Du savoir savant au savoir enseigné, 2nd edn 1991, La Pensée sauvage, Grenoble
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The consequences of these cultural differences then created two main didactic traditions: The Anglo-Saxon tradition of
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Gundem and
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Didactics is a theory of teaching, and in a wider sense, a theory and practical application of
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normative function : helps to achieve productive learning, attain required results, etc.
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In the third and final step, the taught knowledge is transformed into "acquired knowledge" (
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From
Pedagogy to Didactics: Clarifying the Discussion on Architectural Education
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an authoritative figure, but also as both a guide and a resource for students.
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formative-educative function: to develop skills, behavior, abilities, etc.
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a discursive level (implying a frame of reference for professional dialogs)
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Teaching the FE Curriculum: Encouraging Active Learning in the Classroom
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The New Teacher: An Introduction to Teaching in Comprehensive Education
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instrumental function : to achieve educational objectives
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it has since been generalized for other disciplines as well.
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503:(3rd ed.), Montréal, Québec: Guérin, 2005, p. 1007
469:(3rd ed.), Montréal, Québec: Guérin, 2005, p. 403
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cognitive function: to understand and learn basic concepts
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a theoretical or research level (denoting a field of study)
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New developments in ESP teaching and learning research
455:. International Conference on Architectural Education.
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The second step, called the "internal transposition" (
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a practical level (summaries of curricular activities)
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Teaching and Learning in Further and Adult Education
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67:. Unsourced material may be challenged and removed.
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601:. Cengage Learning EMEA. pp. 3â.
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710:"Portal do FNDE â Programas do Livro"
516:Encyclopedia of Mathematics Education
193:This theory might be contrasted with
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65:adding citations to reliable sources
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561:"Yves Chevallard (En) | ARDM"
501:Dictionnaire actuel de l'Ă©ducation
467:Dictionnaire actuel de l'Ă©ducation
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684:. Majeed book depot. p. 117.
368:directress rather than teachers.
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451:Stavros Melissinopoulos (2013).
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750:Mark Weyers (5 December 2006).
52:needs additional citations for
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797:The dictionary definition of
404:a form of didactic teaching.
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376:Functions of didactic method
359:Didactic Teaching materials:
2941:Education in North America
729:. Routledge. pp. 35â.
296:La transposition didactique
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575:"Transposition didactique"
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30:Not to be confused with
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186:. In demarcation from "
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289:Didactic transposition
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2011:SĂŁo TomĂ© and PrĂncipe
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680:Gul, Narmeen (2012).
518:, Dordrecht: Springer
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682:History Of education
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236:Age of Enlightenment
61:improve this article
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563:. 10 October 2008.
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1656:
1648:
1643:
1625:
1606:
1597:
1589:
1584:
1568:
1549:
1541:
1534:
1490:
1473:
1427:
1346:Active learning
1341:Teaching method
1316:Learning theory
1257:
1223:Autodidacticism
1218:Adult education
1204:
1145:Performing arts
1026:
933:Teacher quality
923:Standards-based
879:
851:
840:
835:
787:Didactic method
777:
772:
771:
764:
749:
748:
744:
737:
722:
721:
717:
708:
707:
703:
694:
693:
689:
679:
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655:
651:
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621:
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579:
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568:
559:
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431:
419:
410:
397:
378:
352:
343:
328:savoir enseigné
291:
278:
176:
164:Socratic method
156:teaching method
141:didactic method
133:
122:
116:
113:
70:
68:
58:
46:
35:
28:
27:Teaching method
23:
22:
15:
12:
11:
5:
3585:
3583:
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3569:
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3357:Norfolk Island
3354:
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3344:
3339:
3334:
3329:
3324:
3319:
3314:
3312:American Samoa
3308:
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3300:
3299:
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3296:
3291:
3285:
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3282:of New Zealand
3277:
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3164:Sint Eustatius
3161:
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3141:
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3131:
3126:
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3109:Cayman Islands
3106:
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3096:
3091:
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3080:
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3073:
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2923:
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2920:Other entities
2917:
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2913:
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2898:
2893:
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2874:other entities
2869:
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2865:
2860:
2855:
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2822:
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2638:Czech Republic
2635:
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2605:
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2201:
2199:
2193:
2192:
2187:
2180:
2179:
2176:
2175:
2158:
2145:
2136:
2122:Canary Islands
2118:
2117:
2115:
2110:
2107:
2106:
2104:
2103:
2098:
2092:
2090:
2085:
2082:
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2073:
2068:
2063:
2058:
2053:
2048:
2043:
2038:
2033:
2028:
2023:
2018:
2013:
2008:
2003:
1998:
1993:
1988:
1983:
1978:
1973:
1968:
1963:
1958:
1953:
1948:
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1938:
1933:
1928:
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1566:Primary school
1560:
1554:
1551:
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1546:
1544:
1543:
1536:
1526:
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1279:Cognitive load
1276:
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1012:
1007:
1002:
997:
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987:
982:
977:
972:
967:
962:
957:
952:
950:Evidence-based
947:
942:
937:
936:
935:
930:
925:
920:
915:
914:
913:
898:
893:
887:
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884:By perspective
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775:External links
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3489:French Guiana
3487:
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3352:New Caledonia
3350:
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3332:Easter Island
3330:
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3064:United States
3062:
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2886:Faroe Islands
2884:
2882:
2879:
2878:
2876:
2870:
2864:
2861:
2859:
2858:South Ossetia
2856:
2854:
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2710:Liechtenstein
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2512:
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2501:
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2480:South Ossetia
2478:
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2019:
2017:
2014:
2012:
2009:
2007:
2004:
2002:
1999:
1997:
1994:
1992:
1989:
1987:
1984:
1982:
1979:
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1974:
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1962:
1959:
1957:
1954:
1952:
1949:
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1939:
1937:
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1932:
1929:
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1926:Guinea-Bissau
1924:
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1914:
1912:
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1716:Undergraduate
1714:
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1424:
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1409:
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1406:Project-based
1404:
1402:
1401:Problem-based
1399:
1397:
1394:
1392:
1389:
1387:
1384:
1382:
1379:
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1361:Demonstration
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1356:Contemplative
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