Epistemological Obstacles, Problems, and Didactical Engineering

2006 ◽  
pp. 79-117
Keyword(s):  
Didactical Engineering ◽  
Epistemological Obstacles

scholarly journals Developing The Mathematics Conceptual Understanding and Procedural Fluency through Didactical Anticipatory Approach Equipped with Teaching AIDS

2018 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Asmida Asmida ◽  
Sugiatno Sugiatno ◽  
Agung Hartoyo
Keyword(s):  
Conceptual Understanding ◽  
Junior High School ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Mathematics Textbook ◽  
Teaching Aids ◽  
Procedural Fluency ◽  
Mathematical Problems ◽  
Epistemological Obstacles ◽  
And Mathematics

The students’ conceptual understanding and procedural fluency have not been yet integrated into the mathematics learning as the teachers’ common mathematics textbook has not explicitly explained the conceptual understanding and procedural fluency in solving the mathematical problems that the teachers have not yet connected it to the mathematics learning. The interview result shows that the students only memorize the procedures without understanding. If the procedure is continuously applied, it is predicted that the students may face the epistemological obstacles in solving the mathematical problems. This research aims at developing the students' mathematics conceptual understanding and procedural fluency through the Didactic Anticipatory Approach equipped with the teaching aids in learning the operations of integer multiplication at Junior High School in Grade VIII. This pedagogical action research involves 14 students. The research data are collected using tests, interviews, voice recorders and cameras. The result shows that learning mathematics through the Didactic Anticipatory Approach equipped with teaching aids may develop the students' conceptual understanding and mathematics procedural fluency marked by the reduced students’ epistemological obstacles. However, they are not yet been completely resolved. The students' conceptual understanding and mathematics procedural fluency also supported with the average posttest score higher than that of the pretest score.

scholarly journals The Consolidation of Rules of Signs and Stages of the Scientific Spirit in Bachelard

2019 ◽  
Vol 21 (5) ◽  
pp. 145-162
Author(s):  
Selma Felisbino Hillesheim ◽  
Méricles Thadeu Moretti
Keyword(s):  
Teaching And Learning ◽  
Learning Processes ◽  
Epistemological Perspective ◽  
Epistemological Obstacles

The purpose of this paper is to analyze the historical path of the consolidation of the rule of signs from Gaston Bachelard’s epistemological perspective, as well as explore the epistemological obstacles still present in the teaching and learning processes of such rule nowadays. The consolidation was a slow and surprising process, marked by advances and setbacks. We suggest herein the presence of three scientific stages of mind: concrete, concrete-abstract, and abstract. It is possible to realize that the two first stages related to the development of the rule of signs are still very present in pedagogical activities and teaching. However, some studies have been indicating that teaching such rule formally, i.e. avoiding metaphors related to concrete examples, can stimulate the transfer from the concrete to the concrete-abstract spirit, and later on to the abstract state of scientific spirit.

Amdo, Empire, and the United Front

2020 ◽  
pp. 1-23
Author(s):  
Benno Weiner
Keyword(s):  
Communist Party ◽  
Large Scale ◽  
Nation Building ◽  
State Building ◽  
Political Community ◽  
National Integration ◽  
Party Leaders ◽  
Epistemological Obstacles ◽  
United Front

This introductory chapter explains that the Chinese Communist Party's (CCP) goal in 1950s Amdo was not just state building but also nation building, which required the construction of narratives and policies capable of convincing Amdo Tibetans of their membership in a wider political community. It argues that Communist Party leaders implicitly understood both the administrative and epistemological obstacles to transforming an expansive, variegated, and vertically organized imperial formation into an integrated, socialist, multinational state. Moreover, the ideological underpinnings of the CCP demanded the active participation of individuals and communities in this new sociopolitical order, albeit in heavily scripted ways and as part of a distinct hierarchy of power. The CCP therefore adopted and adapted imperial strategies of rule, often collectively referred to as the United Front, as means to “gradually,” “voluntarily,” and “organically” bridge the gap between empire and nation. As demonstrated, however, the United Front ultimately lost out to a revolutionary impatience that demanded more immediate paths to national integration and socialist transformation. This led in 1958 to communization, large-scale rebellion, and its brutal pacification. Rather than a voluntary union, Amdo was integrated through the widespread and often indiscriminate use of violence, a violence that lingers in the living memory of Amdo Tibetans and many others.

Lesson study with didactical engineering for student teachers in Brazil

2019 ◽  
Vol 9 (2) ◽  
pp. 127-138
Author(s):  
Aluska Dias Ramos de Macedo ◽  
Paula Moreira Baltar Bellemain ◽  
Carl Winsløw
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Lesson Study ◽  
Design Methodology ◽  
Content Type ◽  
Strong Potential ◽  
Didactical Engineering

Purpose The purpose of this paper is to experiment with ideas from didactical engineering (DE) in student teachers’ first experience with lesson study (LS). Design/methodology/approach This is a case study. Findings LS in pre-service education can be enhanced by elements from DE. Originality/value The idea indicated in the purpose is new and holds strong potential for the use of LS in teacher education.

scholarly journals Depicting Epistemological Obstacles in Understanding the Concept of Sequence and Series

2021 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Samsul Maarif ◽  
Krisna Satrio Perbowo ◽  
Rahmat Kusharyadi
Keyword(s):  
Qualitative Research ◽  
Secondary Students ◽  
Diagnostic Tests ◽  
Mathematics Model ◽  
Interview Method ◽  
Sequence Error ◽  
Operational Technique ◽  
Class Viii ◽  
Epistemological Obstacles ◽  
Epistemological Obstacle

This study aimed to discover epistemological obstacle on secondary students to solve sequence and series problems based on three indicators, there are a conceptual obstacle, procedural obstacle, and operational technique obstacle. This study was descriptive with qualitative research approaches. Data were collected with the test and interview method. The subjects in this study are students of SMP Negeri 86 Jakarta class VIII based on the errors seen from the diagnostic tests that had been tested. The analysis was done by giving written tests which are essay and interview formatted. Results on analysis showed that: (1) Conceptual obstacle, obstacle that was experienced by students are: students considered that a pattern was said as a numeral pattern because they own odd numeral pattern and own 2,2,2 of difference; were not able to find exact pattern within the problem; considering that Fibonacci numeral sequence was a pattern that form prime numeral pattern; were not able to differ the concept of arithmetics and geometry sequence; were not able to understand the concept of first quarter on arithmetics sequence; error when interpreted the meaning of problems; were not able to intepret what was given on mathematics model; interpreting sum of the first 20 quarters with sequences which own the 20th quarter; and interpreting sum of the first 20 quarters with the 20th quarter; (2) While on procedural obstacle, obstacle that was experienced are: interpreting numeral pattern if they own their pair; error on determining multiplication or difference; and applying formulas incorrectly; (3) Last on operasional technique obstacle, obstacle that was experienced are error on calculation and using sign and symbol mathematics incorrectly.

scholarly journals Investigating the Practice of Television Branding: An Afterword on Methodology

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
Sam Ward
Keyword(s):  
Critical Analysis ◽  
Current Issue ◽  
Industrial Practice ◽  
Self Identity ◽  
Everyday Work ◽  
Epistemological Obstacles ◽  
Relational Network

In this afterword the editor of Networking Knowledge concludes the current issue by considering some of the methodological questions, problems and innovations that are raised by the preceding articles. With a view to provoking further thought and contributions on the complex and fast-developing subject of television branding, it describes two fundamental methodological requirements. Firstly, it argues that branding itself must be treated as a collaborative and fluidly defined industrial practice that is reliant on a relational network of various companies, professions and individual workers. Secondly, given that no television brand exists solely on television a fundamentally transmedia scope of analysis is necessary, not just for effective critical analysis of the ‘finished’ brand text, but to properly understand that underlying practice. By discussing some of the author’s (more and less successful) experiences of trying, as a junior academic, to get to grips with the practice of television branding, this piece considers the practical and epistemological obstacles and opportunities presented by engagement with industrial professionals on the level of their everyday work and self-identity.

scholarly journals Desain Didaktis Konsep Gradien Grafik v(t) sebagai Percepatan atau Perlambatan berdasarkan Hambatan Belajar Peserta Didik Kelas X SMA

2016 ◽  
Vol 2 (2) ◽  
pp. 105
Author(s):  
Wina Fitria Dewi Marieta ◽  
Heny Rusnayati ◽  
Agus Fany Chandra Wijaya
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Design Learning ◽  
Epistemological Obstacles

Abstract The procces of making lesson plan should consider the response from the students. If the responses were not well anticipated, it can be a learning obstacles for the students. Therefore, teacher as one of the components in learning proscess and the responsible one in the classroom, should be able to make a didactical design wich can anticipate the emergence of these obstacles. The purpose of this research is to make a didactical design which is arranged based on epistemological obstacles (viewed from the tests of the ability of respondents) and didactical obstacles (viewed from learning process) in one of the concept in accelerated linera motion, that is gradient of v(t) charts as the acceleration or decelerated,  so it can anticipate the apperence of learning obstacles. These are the resumes of didactical design for this concept. At the prainstruksional stage, teacher mentioned the characteristics of s(t) and v (t) graphs from the previous meetings, while on the instructional stage, it requared a worksheets and a moving man animation. In this section make sure the students understand that gradient on a v (t) graphs is acceleration or deceleration trough graph aproachment .This concept given with the group methods  discussions followed by plenary class. Keywords: didactical design, learning obstacle,concept of  gradient on a v(t) graphs as acceleration or deceleration Abstrak Ketika proses pembelajaran berlangsung, respon dari peserta didik seringkali muncul. Jika respon ini tidak diantisipasi dengan baik, dapat menjadi hambatan belajar bagi peserta didik. Oleh karena itu, pendidik sebagai salah satu komponen dalam pembelajaran serta sebagai pihak yang bertanggung jawab di dalam kelas harus mampu untuk membuat suatu desain didaktis yang dapat mengantisipasi munculnya hambatan tersebut. Tujuan penelitian ini adalah membuat suatu desain didaktis yang disusun berdasarkan hambatan epistemologis (dilihat dari hasil tes kemampuan responden) dan hambatan didaktis (dilihat dari proses pembelajaran berlangsung) yang ada pada salah satu konsep pada materi GLBB yaitu gradien grafik v(t) sebagai percepatan atau perlambatan sehingga dapat mengantisipasi hambatan belajar yang muncul. Desain didaktis untuk konsep ini secara singkat, yaitu sebagai berikut: pada tahap prainstruksional disinggung mengenai karakteristik dari grafik s(t) dan v(t) pada pertemuan sebelumnya, sedangkan pada bagian instruksional media yang dibutuhkan yaitu lembar kerja peserta didik dan animasi moving man. Pada bagian ini pastikan peserta didik memahami bahwa gradien pada grafik v(t) merupakan percepatan atau perlambatan melalui pendekatan grafik. Setelah itu, untuk memperdalam pemahaman peserta didik diberikan latihan berupa grafik v(t) dengan situasi yang berbeda. Konsep ini diberikan dengan metode diskusi kelompok yang dilanjutkan dengan pleno kelas. Kata kunci: desain didaktis, hambatan belajar, konsep gradien grafik v(t) sebagai percepatan atau perlambatan

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