What is Didactics definition/concept/elaboration

Didactics is a branch of Pedagogy specializing in teaching techniques and methods designed to register a pattern for pedagogical theories. By itself it is a pedagogical scientific discipline whose focus of interest is: all the elements and processes involved in a person’s learning process.

It is about efficiently transmitting knowledge to students

Didactics is especially about the study of the most effective and satisfying ways in which teachers can impart knowledge to students.

Within education , didactics is an essential tool, as it helps educators to face the teaching process with greater security and guarantee and, thus, fulfill the planned purposes. Didactics

internal currents

However, it should be noted, as in many other areas of life, that in didactics there are also different versions and proposals to guarantee learning.

Some proposals propose that the teacher is the source of knowledge and that the student should passively receive knowledge, on the other hand, there are others that seek greater participation by the student, encouraging them to actively participate in education, for example, through asking questions.

Although each one can be much more successful in some contexts than in others, it can be said that the second proposal is the one that welcomes more adherents nowadays, since precisely what is most proposed is to listen to students and do them to feel heard, as well as to have more commitment to the educational process.

Now, we cannot ignore an issue linked to the last proposal and which has to do with placing greater responsibility on the student, thus alleviating a burden of the effects of the process on the teacher.

A certain burden on teachers is common, especially when the results are not good, but we must say that students also have their part in this process in the same way as the one performed by teachers, hence its importance.

On the other hand, didactics is a subject that is closely associated with other pedagogical subjects, such as school organization and educational guidance, thus, they are in search of the foundation and regulation of both the learning and teaching processes.

The didactic act is composed of the following elements: teacher (the teacher), student (the student or student), learning context and curriculum.

Furthermore, didactics can be understood as pure technique, applied science, theory or basic instructional science . Regarding didactic models, we can find theoretical (descriptive, explanatory and predicative) or technological (prescriptive and normative) models.

Just as the world has evolved in almost all its orders, education has not been left behind in this evolution and, in this way, its didactic models have been updated according to current times.

In the beginning there was only the traditional model applied by teachers and its unique content, without paying much attention to issues such as methodological aspects, contexts and the particular situation of students, however, over the years and with the progressive evolution, a system was reached. of active models that promote understanding and creativity through the discovery and personal experimentation of phenomena. That is, above all else, this model aims to develop self-learning skills.

On the other hand, cognitive sciences brought didactics greater openness and flexibility to their models.

Currently, we are faced with three major exponents of reference: the normative model (focused on content), inciting (student-centered) and the approximate (focused on the construction of knowledge by the student).

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