Wokół kryzysu w myśleniu o dydaktyce normatywnej

Abstract

The learning process is subject to change. The direction of changes is not unambiguous and results from different paradigms. Didactics must be subject to changes resulting from psychological processes. They take into account the universal regularities of thinking, memory, perception, emotions and motivation. Learning and teaching are complicated process that should not take into account only one paradigm.

75 Years of Vitamin A Production: A Historical and Scientific Overview of the Development of New Methodologies in Chemistry, Formulation, and Biotechnology

“…Two ethynylation and subsequent Meyer–Schuster rearrangement sequences are part of this synthesis concept. − In between, there is a C 3 -elongation of 13 by an aldol condensation with acetone. The final steps of reduction of retinal 5 and esterification of the resulting retinol 1 follow established protocols. , …”