Science-fiction et fiction scientifique en France : de Jules Verne à J.-H. Rosny aîné by Arthur B. Evans

“…By examining diachronically the place and function of such "scientifically didactic discourse" in the works of certain French authors of the late 19th and early 20th centuries such as Verne, d'Ivoi, Le Rouge, Robida, and Rosny aine', one can discern a palpable evolution in the narrative recipes used. …”
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Synergetic effects of interdisciplinary integratio in ecologi-geographical scientific and methodical works of professor Ilgizar Timergalievich Gaisin by Valentin N. Mikhelkevich, Elena N. Chekanushkina, Nina A. Tymoschuk

“…The authors analyze his scientific and educational methods, which set forth the fundamental and methodological provisions for the interdisciplinary integration of scientific knowledge, the design and implementation of integrated educational disciplines on the basis of the dominant courses in geography and ecology, as well as interdisciplinary didactic complexes and modules in the structures of slave educational disciplines. …”
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Transports of Translation: Creativity and Healing by Sara GREAVES

“…Along with the numerous cultural, religious or political functions of translation (establishing religious authority or nation-building, for instance, as with the King James Version of the Bible), along with its didactic use in language-learning and its intercultural one in aesthetic transmission and appropriation, translation can also play a healing role. …”
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Du châtiment à la vengeance : Le prince et la vérité du crime à la fin du Moyen Âge by Marie-Hélène Méresse

“…The abundant political and didactic literature, though, reflects the reality (and the apprehension?) …”
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HISTORY AND MORALITY XXI SHISHKIN READINGS REVUE by S. M. Medvedeva

“…Dolgov (Doctor of Philosophy), director of scientific-producing company "Didactic", president of "Consortium Educational Environment" A.S. …”
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Possibilities of Applying the Thematic Contents of Environmental Education in Ethical Education in Slovakia by Barbora Baďurová

“…The text partly stems from work on the project APVV-14-0176  “Didactic Means Facilitating the Implementation of Selected Cross-Curricular Topics in the Teaching of Ethical Education at the Second Level of Primary School”, and offers a brief overview on how the topics of ethical education may overlap with environmental education. …”
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Integration and Differentiation as the Universal Scientific Categories and their Reflection in the Theory and Practice of Natural Science Education by V. A. Ignatova

“…The integration and differentiation in their didactic unity reflect the complexity and contradiction of educational process, either of them dominating in certain socio-economic conditions of the given historic period. …”
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Phygital Education through Storytelling and Learning by Doing: the Binario 9 ¾ project by Fabio Sartori, Claudia Maga, Barbara Tosi, Alessandro Varallo

“… Alternatives didactic methods, based on the educational theory “learning by doing”, have been suggested in the transition from Curricula Based Education to Competence-Based Education (CBE). …”
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SUSTENABILITATEA ÎNVĂȚĂRII BAZATĂ PE PROIECTE – CADRU PENTRU DEZVOLTAREA COMPETENȚEI DE COMUNICARE PRAGMATICĂ ÎN LIMBA ENGLEZĂ by USM ADMIN

“…Apărută la sfârșitul secolului al XIX-lea, metoda proiectului este valorificată și în prezent în demersul didactic drept premisă pentru dezvoltarea sustenabilă a competențelor, inclusiv a competenței de comunicare pragmatică în limba engleză – imperativ în pregătirea elevilor pentru cerințele complexe ale carierei profesionale și pentru integrarea lor în viața personală și profesională atât la nivel național, cât și global. …”
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Teaching Russian to Non-Native Speaking Students in the Multicultural Space of Russian and Moldova Universities by N. D. Afanasieva, M. A. Volkova, E. I. Tsymbalyuk

“…The authors revealed linguo-didactic and sociocultural factors defining students’ choice of language of communication at the university and promoting the building of cognitive interest to learning Russian and forming intercultural competence. …”
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EL LUGAR DE LAS ESTRATEGIAS METODOLÓGICAS PARA LA INNOVACIÓN EN LA ENSEÑANZA DE LA GEOGRAFÍA by María N. Prieto, María A. Lorda

“…There is a consensus in the didactic literature about the predominance of the transmissive model in the teaching of geography and, therefore, the construction of a "school geography" based on the "informative" speech. …”
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Subject Olympiads as an effective tool of management personnel training in universities in modern conditions by I. O. Zakharova, S. N. Orlova

“…The quantitative and qualitative composition of participants by training areas and educational programs has been studied, sociological and didactic and methodological aspects of the Olympiad have been highlighted, individual tasks descriptions have been given, demonstrating their high practice-orientedness and relevance. …”
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The Creative Component Development in Educational Systems of the United Kingdom, the USA and Russia by Y. V. Sergeyeva

“…The author mentions the centralized projects supported by the British government and aimed at stimulating creativity, though the participation of universities in the projects is optional. The didactic and methodological materials acquired by the author have the practical implications and can be used in teachers’ training at various levels. …”
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Environnement de travail en évolution : quel potentiel d’apprentissage et de développement pour les enseignants-chercheurs? by Anaïs Loizon, Marie David

“…Inscribed in a professional didactic approach, the article reports on the analysis of the activity of these teacher-researchers produced from the proposed training situations and the interviews conducted. …”
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Les « leçons d’histoire » revues et corrigées par le théâtre jeunes publics contemporain by Marie Sorel

“…Concerned about freeing itself from the legacy of « educational theatre », didactic and moralising, the authors willingly cultivate a casual, non-educational stance, turning a priori more toward the here-and-now and the mundane rather than toward the past. …”
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« For the Childlike is the Divine » : la quête de la jeunesse éternelle dans les contes et romances de George MacDonald by Benjamine Toussaint-Thiriet

“…A link may be found between the Bildungsroman genre and MacDonald’s fairy tales and romances because of the obvious didactic function of the latter. In the Bildungsroman, the maturation process of the main protagonist is seen as a rather positive phenomenon, focusing on its growing up (both physically and mentally) rather than growing old. …”
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About polyhedrane “cages” and their doubtful supramolecular lodging capacity: a demonstration by the absurd and a plea for free expression in scientific journals by Riess, Jean G.

“…Further considerations relate to didactic approaches, correction of misconceptions, scientific edition challenges, publication ethics, societal awareness, scientists’ accountability, and include a plea for freedom of expression, increased transparency in the article reviewing process, and enhanced communication between, editors, referees, and authors. …”
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Dziecięce zmagania z czasem. Wyzwalanie rozumienia pojęcia czas przez dzieci 9–10-letnie w kulturze szkoły polskiej by Monika Wiśniewska-Kin

“…In the research, I applied the basic types of procedures for collecting qualitative data: observation (observer-as-participant), interview (direct, personal, focused), documents (children’s products) and audiovisual materials (audio and video recordings). The didactic intervention activity was conducted in two second grade and two third grade classes in primary schools in metropolitan environment. …”
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Unpacking Meaningful Grammar Feedback: An Analysis of EFL Student Teachers’ Feedback Preferences and Learning Moments by Michel Cabot

“…To discuss the findings, ecological-agentic theories were integrated with linguo-didactic theories. This study may inspire all those instructors who wish to develop their feedback practices.…”
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Distinguer entre savoir critique et opinion critique : quelle posture de neutralité pour l’enseignant en EMC ? by Gaid Andro

“…This article aims to shed light on this discrepancy by identifying the implicit tensions at work among teachers confronted with the civic and didactic challenges of CME. Our hypothesis is that the embarrassment of teachers, and a fortiori of beginning teachers, lies in the difficulty of distinguishing, on the one hand, the professional neutrality necessary for a civic education that assumes its critical perspective, and, on the other hand, and as a corollary, of identifying the knowledge really at stake in a teaching detached from the scientific disciplinary framework. …”
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