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Didactical Elements

Didactical Elements. Didactic TriangleI /didactical System. Teacher. Student. Subject. Didactic Triangle/didactical System. Teacher. Subject Mathematics/Science. Student. Examples :. Didactic Triangle/didactical System. Student. Subject Mathematics/Science. Teacher. Examples :.

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Didactical Elements

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  1. Didactical Elements

  2. Didactic TriangleI/didactical System Teacher Student Subject

  3. Didactic Triangle/didactical System Teacher SubjectMathematics/Science Student Examples:

  4. Didactic Triangle/didactical System Student SubjectMathematics/Science Teacher Examples:

  5. Didactic Triangle/didactical System SubjectMathematics/Science Student Teacher Examples:

  6. Subject didactics Subject didactics has as it’s domain to describe teaching and learning processes within a given teaching subject. Basic asumption about whether it makes sense to talk about didactics: Despite individuals involved we will find some general phenomena and mechanisms characterazing teaching and learning

  7. Didactic positions • Teaching and learning is just a simple transfer of knowledge from teacher to student (copy – paste) • The mind is not a vessel to be filled but a fire to be ignited. (Plutarch 46-119 AC)

  8. Reference Write down the description of a (small) part of a teaching course which in some way because of teacher student interaction seems interesting to you. (age group, topic, ………….) This situation will be your reference for the concepts and theories we are going to present.

  9. External didactical transformation • Analyze your teaching topic for scientific knowledge and for every day knowledge and evaluate who and what affected what it was about and the choice of teaching methods.

  10. Didactic transpositions Subject didactics has as it’s domain to describe teaching and learning processes within a given teaching subject. Scientific Knowledge External didactical transposition Teaching Knowledge Subject/topic in a didactical system Internal didactical transposition Practice and every day knowledge Teaching Institution

  11. External didactical transformation Ontology: Clarify the existence and characteristics of the subject domain. Two positions: Platonism: Real reality is the world of ideas and concepts – what we see are reflections or shadows Materialism: Ideas are tools created to understand the reality. Do we invent or discover mathematics??

  12. External didactical transposition Stakeholders: Political, public, scientific and educational institutions Criticalperspectives: Ethics (atomic bomb, pollution), model critic gender agenda, western dominated

  13. External didactical transposition Whyteachmathematics/science? The discourse on stating the reasons for teaching a subject is important becuase the actual reasons • constitute the (teaching) subject • refer to relations between (teaching) subject and the underlying scientific subject • Play a role in planning teaching and communicating about teaching

  14. External didactical transposition Categories of reasons • Personly utility (utility argument) • Collective utility (economy argument) • Personly formation (culture argument) • Collective formation (democracy argument)

  15. External didactical transposition Constituting the school subject Demarcation and identification: Mathematics as a school subject is found in all countries with almost same content Science is found as different school subject constructions

  16. External didactical transposition Constituting the school subject • To be described in terms of goal and content ideally mutually referring in a balanced way • In practice you find either clear goal with weak examples of content or clear list of content with less reference to goal • New trend: specifying core topics and values of the subject along with presentation of paradigmatic examples

  17. External didactical transposition Constituting the school subject: In practice the following are very strong players in the constitutioning process: • The textbook • External tests and examinations • Teacher communities • Physical and material conditions

  18. Knowledge – how?

  19. Knowledge - how A model for acknowledgment in science and mathematics in a didactical context ”Short cut”

  20. Didactical transpositions Subject didactics has as it’s domain to describe teaching and learning processes within a given teaching subject. Scientific Knowledge External didactical transposition Teaching Knowledge Subject/topic in a didactical system Internal didactical transposition Practice and every day knowledge Teaching Institution

  21. Didactical TriangleI/didactical System Teachereducator How to teachMathematics Teacher Mathematics Student

  22. Didactical TriangleI/didactical System Teacher Student Subject

  23. Didactical relation modelHiim and Hippe. Prerequsites for learning assesment frame conditions (set up) Learning process goal content

  24. Didactical relation modelHiim and Hippe. • Prerequisites for learning: The students’ skills, knowledge, understanding, feelings, values, general background • Frame conditions: Rules and regulations, economy, material, time, equipment, tradition and climate for collaboration • Goal: What is the purpose, what are the students expected to achieve • Content: What is the topic, succession – intellectual as well as emotional aspects • Learning process: How will learning take place, organizing of work, involving students in decisions, theory – practice connection • Assessment: What should be assessed (products, learning process, outcome, participation) and how.

  25. External didactical transformation • Analyze your teaching topic in the perspectives of the didactic relation model • Did it bring in some new lightning on your teaching situation? http://www.aausmed.wordpress.com/

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