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Choosing Pedagogical Models for a Learning Activity: From Pedagogical Models to a Didactic Model

Choosing Pedagogical Models for a Learning Activity: From Pedagogical Models to a Didactic Model

Maha Khaldi
Copyright: © 2024 |Pages: 42
ISBN13: 9798369312063|ISBN13 Softcover: 9798369346358|EISBN13: 9798369312070
DOI: 10.4018/979-8-3693-1206-3.ch004
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MLA

Khaldi, Maha. "Choosing Pedagogical Models for a Learning Activity: From Pedagogical Models to a Didactic Model." Fostering Pedagogical Innovation Through Effective Instructional Design, edited by Mohamed Khaldi, IGI Global, 2024, pp. 99-140. https://doi.org/10.4018/979-8-3693-1206-3.ch004

APA

Khaldi, M. (2024). Choosing Pedagogical Models for a Learning Activity: From Pedagogical Models to a Didactic Model. In M. Khaldi (Ed.), Fostering Pedagogical Innovation Through Effective Instructional Design (pp. 99-140). IGI Global. https://doi.org/10.4018/979-8-3693-1206-3.ch004

Chicago

Khaldi, Maha. "Choosing Pedagogical Models for a Learning Activity: From Pedagogical Models to a Didactic Model." In Fostering Pedagogical Innovation Through Effective Instructional Design, edited by Mohamed Khaldi, 99-140. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1206-3.ch004

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Abstract

For a long time now, and with varying degrees of balance and success, science and technology education has been exploring and attempting to combine the different models. We can see that the transmission model persists, even if the subject has nothing to do with the student. The behaviorist model has generally led to the search for objectives and observable behaviors. Well-developed, it has led to major advances in the field of assessment. Constructivism is less exploited. The activities proposed in the laboratories are partly related to it, in the few areas of freedom left to the students. The key points of the programs that would fall under a strategy corresponding to this model are not sufficiently identified. In this chapter, the authors define the notion of pedagogical model, define the different models (eight models to be proposed), and finally, they answer the following question: How can we choose one or more pedagogical models for a teaching activity? This will enable us to move from a pedagogical model to a didactic model.

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