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Inglés Español Fragmento Referencia

1 pedagogical The proposed theme reflects the opening of Education Sciences Elaborating a Paradigm for the
planning towards the issue of improving the teachers’ activity in efficient Didactics of a Discipline
pedagogical planning
2 research The conducted research covers a topical issue – that of improving the
covers activity of training in teaching – learning – evaluation for a school
discipline in the context of education in contemporary society
3 a psycho- The elaboration of a psycho-pedagogical paradigm of discipline
pedagogical didactics reveals its efficiency by building a model for applying a
paradigm pedagogical theory centred on the following ideas: - placing, at the
basis of the paradigm, the fundamental pedagogical concepts included
in the general theory of education
4 discipline Thus, in universities, there are proposed few hours of discipline practice
practice and didactics
5 research The research objective consists of the process of building a paradigm of
objective the didactics of a discipline, integrated and developed within the
system of the education sciences
6 research The research hypothesis was stated in agreement with the aim
hypothesis
7 stage The last stage consisted in evaluating and theoretically validating the
psycho-pedagogical paradigm of discipline didactics by the board of
expert
8 axiomatic The axiomatic of discipline didactics is deduced by analogy with the
axiomatic of education and training, also involving the exploitation of
the principles for designing and conducting training.
9 taxonomies The training objectives are related to the analysis of certain taxonomies
and presenting some operationalization models.
10 training The training objectives are related to the analysis of certain taxonomies
and presenting some operationalization models.
11 syllabi The curricular quality of the contents should be confirmed at the level
of all the official curricular documents: curriculum, syllabi built on the
 basis of the objectives/ contents correlation, course books, aid
materials etc.
12 models of Therefore, there occurs the need to convert learning theories into
training models of training by exploiting the following theories: a) theories
based on conditioning; b) theories based on building learning cognitive
structures at a psycho-genetic and sociocultural level.
13 Didactic Didactic transposition represents the complex, epistemological,
transposition psychological and pedagogical action of “transposing reference
(scientific) knowledge into knowledge that has to be learnt”
(pedagogical knowledge)
14 cognitive The notion of cognitive obstacle refers to a situation that is now
obstacle present in the educational process and that science didactics should
seize and solve.
15 The The conceptual theme describes a limited set of key concepts
conceptual characteristic of a domain and displaying an integrative nature”
theme
16 Didactic Didactic engineering is a concept used mainly in Mathematics and the
engineering exact sciences. The restricted meaning refers to the use of
technological means that support the learning of scientific knowledge,
the technological processes involved in learning.
17 The The conceptual field completes didactic transposition “that is not just
conceptual mere selection and transformation of the objects of a science”.
field
18 teaching We believe that the notion of teaching contract plays a key role in
contract achieving the model of science didactics to the extent in which it relies
on the didactic transposition of science at the level of the basic
structure of training
19 social The concept of social interaction is connected to the model of didactic
interaction transposition, being involved in the pedagogical exploitation of the
relations between the knowledge of expert science and the student’s
social practices.
20 interactive/ The concept of interactive/ interactivity is defined as a “software that
interactivity responds differently to the conditions of the learner”
21 pedagogical The concept of pedagogical mediation represents a version of didactic
mediation transposition based on the results of certain psychological theories
(Vîgotski, Bruner), that “imply the set of assistance and support a
person may give to another person with the purpose of rendering a
piece of knowledge accessible”
22 discipline Elaborating a paradigm of discipline didactics requires the identification Elaborating a Paradigm for the
didactics of continuity lines and the integration of the two models of didactics, Didactics of a Discipline
exploited in relation to the discipline particularities.
23 Model of This conception is based on a Model of Educational Reconstruction Science Education Research
Educational which holds that science subject matter issues and students’ learning Internationally: Conceptions,
Reconstruction needs and capabilities have to be given equal attention in quality Research Methods, Domains
development attempts. Further, research and development activities of Research
have to be intimately linked.
24 Philosophy of Philosophy of science and history of science provide
science thinking patterns to analyze the nature of science
critically, and the particular contribution of science to
understand the “world”, i.e. nature and technology
25 empirical Pedagogy and psychology provide competencies to consider whether a
studies certain topic is worth teaching and to carry out empirical studies
whether this topic may be understood by the students
26 domain As a research domain science education is diverse, methodologically,
science conceptually and institutionall
27 Scientific Scientific inquiry” refers to characteristics of the scientific enterprise Developing Views of Nature of
inquiry” and processes through which scientific knowledge is acquired, including Science in an Authentic
the conventions and ethics involved in the development, acceptance, Context: An Explicit Approach
and utility of scientific knowledge to Bridging the Gap Between
Nature of Science and
Scientific Inquiry
28 phenomena Theories and laws are different kinds of scientific knowledge. Laws
describe relationships, observed or perceived, of phenomena in nature
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