Informatic Foundations of Training Theory

  • Gabriela Cristea Universitatea “Spiru Haret”, Departamentul pentru Formarea Cadrelor Didactice, Bucureşti, România
  • Ionut-Constantin Manole Universitatea Pedagogică de Stat “Ion Creangă” Chişinău, Moldova
Keywords: Training Theory, concepts of informatics, disciplinary matrix, fundamental concepts, epistemology

Abstract

The Training Theory or General Didactics has historically evolved in the pedagogy asserted in the modern and postmodern era, as a sub-element of the General Theory of Education (which integrates the Foundations of Pedagogy and Education Theory, approached in a narrow sense, referring only to "the sides of education").
In the early modern age, its foundations were ethical and psychological. The ethical foundations aimed at developing the goals of "education theory", predominantly related to intellectual education. The psychological foundations aimed at developing the methodology of education that includes the forms of organizing training.
In modern and advanced modern (postmodern, contemporary), the general didactics, asserted under the formula of the "theory and methodology of the training", is founded philosophical (epistemological), psychological, sociological and political, anthropological and cultural. The multitude of perspectives calls for a special analysis model of computer-based training activities. We consider: a) the valorisation of the fundamental concepts of informatics (Data, Information, Algorithms, Graphs, Database, Networks, Feedback) in defining and analyzing the object of study, normativeness and methodology of research- specific to the training theory education / general didactics; b) their use in the validation of the pedagogical language involved and perfected in a general ideal-model (the curriculum model of the training activity), but also in the applied models (see the curriculum model of the lesson, managerial approached). On their basis we can consolidate the specific pedagogical language of the training theory, structured at the level of a "disciplinary matrix" or a "strong epistemic nucleus".

References

Altet M. Les pédagogies de l'apprentissage. Paris: Presses Universitaire de France; 2013. 128 p.

Cristea G. Managementul lecţiei. ediţia a II-a, Bucureşti: Editura Didactică şi Pedagogică RA.; 2007. 212 p.

Cristea G, Manole I-C. The structure of functioning of the curricular design activity from the perspective of Computer Science. In: Proceedings Volume: 11th Lumen CATES. 2019 Apr 02;7(1):73-81.

Cristea G, Manole I-C. The structure of the training activity from Computer Science perspective. In: Proceedings Volume: 10th Lumen RSACVP. 2018 Dec. 05;5(1):302-309.

Cristea G, Manole I-C., Analysis of the functioning of education from the computer science perspective. In: Proceedings Volume: 9th Lumen CATES. 2018 Jun. 29;4(1):117-133.

Cristea S. Dicţionar enciclopedic de pedagogie. Volumul I, Bucureşti: Didactica Publishing House; 2015. 832 p.

Cristea S. Pedagogia. Ştiinţele pedagogice. Ştiinţele educaţiei. Vol. 1 In: Concepte fundamentale în pedagogie. Bucuresti: Didactica Publishing House; 2016. 108 p.

Cristea S. Pedagogia. Ştiinţele pedagogice. Ştiinţele educaţiei. Vol. 6. In: Concepte fundamentale în pedagogie. Bucuresti: Didactica Publishing House; 2017. 131 p.

Herbart JF. Pedagogia Generală. Bucureşti: Editura Didactică şi Pedagogică; 1996. 175 p.

Herbart JF. Prelegeri pedagogice. Bucureşti: Editura Didactică şi Pedagogică; 1976. 124 p.

Kuhn T. Structura revoluţiilor ştiinţifice. Bucureşti: Editura Humanitas; 1999. 278 p.

Manole IC, Petac E. Social informatics and the dynamic of contemporary society. In: Proceedings of the ICIS 2016 Nov 03:81-92.

Noveanu E, Potolea D, editors. Ştiinţele educaţiei. Dicţionar Enciclopedic, vol. I. Bucureşti: Sigma; 2007. 694 p.

Piaget J. Psychologie et epistemologie. Paris: Gonthier; 1970. 192 p.

Published
2019-10-08