What is the Meaning & Definition of didactics
Didactics is a pedagogical science which methods of teaching and learning. It is a branch of the pedagogy which regulates the teaching practice (techniques and methods). Associated with the school organisation and educational orientation, teaching is designed to establish and to control the processes of teaching and learning. For proper operation of the educational Act, teacher (Professor) has expectations of pupils and vice versa and these expectations address teaching, learning and curriculum context.
We can classify the didactics in several ways: as a pure technique, applied science, theory, or basic science of education. Didactic models, in their case, can be theoretical (descriptive, explanatory and predictive) or technological (prescriptive and normative).
Throughout history, education has updated its didactic models. Initially, the traditional models focused on the Faculty and content (product-process model), without attaching a great importance to the methodological aspects, the context or students.
At the time, a system of active patterns promoting understanding and creativity through the discovery and experimentation was adopted. Furthermore, the model of mediation has aims to develop the capacity of self-training. Through the application of cognitive science didactics, new educational models are now more flexible and open.
Nowadays, one can describe three major reference models: the normative model (centered on the content), the incentive model (based on the student) and the approximate model (focused on the construction of knowledge on the part of the student).
We can classify the didactics in several ways: as a pure technique, applied science, theory, or basic science of education. Didactic models, in their case, can be theoretical (descriptive, explanatory and predictive) or technological (prescriptive and normative).
Throughout history, education has updated its didactic models. Initially, the traditional models focused on the Faculty and content (product-process model), without attaching a great importance to the methodological aspects, the context or students.
At the time, a system of active patterns promoting understanding and creativity through the discovery and experimentation was adopted. Furthermore, the model of mediation has aims to develop the capacity of self-training. Through the application of cognitive science didactics, new educational models are now more flexible and open.
Nowadays, one can describe three major reference models: the normative model (centered on the content), the incentive model (based on the student) and the approximate model (focused on the construction of knowledge on the part of the student).