Essay On Didactic Method Of Teaching

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Teaching methods differ in terms of approach which as observed relate more to procedures which influence inner coherence, produce specific educational effects. The traditional approach embodies two, namely: (a) the didactic method, also called the directive or autocratic style, which is based on logo-centrism and an instructor-centred approach. Its focus is the teacher, who explains the logical and practical aspects of the issue or topic; secondly, (b) the dialectic method. In this approach, students are involved in the learning process and are expected to ask questions; thirdly, (c) The heuristic or research method. This method makes students the protagonists of their learning process, since they must find, guided by the instructor, and through research and experimentation, the solutions to the problems.
Based on the identification of the above approaches, it is obvious that more effort on the part of the student (dialectic and heuristic methods) may diminish scientific intensity. On the contrary, this intensity can increase by using the didactic method. However, students have been observed to have passive roles in this method, so they do not externalise the questions that the topics explained by the
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[47] argue that students report increased team skills as a result of cooperative learning. This is as Panitz [48] cites a number of benefits of cooperative learning for developing the interpersonal skills required for effective teamwork. As observed, there is broad empirical support for the central premise of cooperative learning, that cooperation is more effective than competition for promoting a range of positive learning outcomes. These results include enhanced academic achievement and a number of attitudinal outcomes. In addition, cooperative learning provides a natural environment in which to enhance interpersonal skills and there are rational arguments and evidence to show the effectiveness of cooperation in this
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