Didactics definition

1. (Noun) Didactics is the purpose of teaching someone through an activity or the word.

2. (Noun) Pedagogy. Area dedicated to the studies and practices of the various knowledge transmission techniques, especially dedicated to children.

3. (Adj.) Person who demonstrates the ability to transmit knowledge.

Etymology: By the Greek διδακτικa (didaktika), feminine form of διδακτικός (didaktikos), on the verb διδάσκειν (didaskein), regarding ‘teach’, ‘inculcate’, ‘discipline’; followed by the suffix -ico, on -ικός (-ikos), in associative function.

Grammatical category: noun fem. / Adjective.
in syllables: di-dác-ti-ca.


Didactics is that branch within Pedagogy that specializes in teaching techniques and methods intended to capture the guidelines of pedagogical theories. Per seis a pedagogical scientific discipline whose focus of interest turns out to be all the elements and processes that intervene in the learning process of a person.

Busy in how to effectively transmit knowledge to students

Didactics is especially concerned with the study of the most effective and satisfactory ways in which teachers can transmit knowledge to students. Within education, didactics turns out to be an essential tool because it precisely provides tools for educators to face the teaching process with greater security and guarantee that it will go well and that the proposed purposes can be fulfilled.

internal currents

However, we must emphasize that as in many other areas of life, in didactics there are also different visions and proposals to guarantee learning. There are some who propose that the teacher is the source of knowledge and that the student must passively receive knowledge; On the other hand, there are others that seek greater participation by students, encouraging them to actively participate in their education by asking questions, for example. Although each one of them may be more successful in some contexts than in others, we must say that the second proposal is the one that has garnered the most followers today because it precisely proposes to listen more to the students and that when they feel heard become more involved in the educational process.

Now, we cannot ignore a question related to this last proposal and that has to do with the fact that by placing a greater responsibility on the student, the teacher, the burden of the effects of the process is lightened. It is common for teachers to be blamed, especially when the results are not good, but we must say that students also have their part in this procedure, which is as crucial as the one carried out by teachers and for this reason it is important that they also be taken.

On the other hand, didactics is a discipline that is closely associated with other pedagogical disciplines such as school organization and educational guidance and that is in search of foundation and regulation, both of the learning and teaching processes.

The didactic act is composed of the following elements: teacher (The teacher), student (the student or pupil), learning context and curriculum.

On the other hand, didactics can be understood as pure technique, applied science, theory or basic science of instruction. And regarding the didactic models we can find theoretical (descriptive, explanatory and predictive) or technological (prescriptive and normative).

Just as the world evolved in almost all its orders, education was not left out of this evolution and therefore its didactic models have been updated according to current times.

In the beginning we found ourselves with the traditional model that focused on the teachers and the contents only and without paying too much attention to issues such as methodological aspects, contexts and the particular situation of the students, meanwhile, over the years and the progressive evolution reached a system of active models that above all promotes understanding and creativity through discovery and personal experimentation of phenomena. That is, more than anything else, this model aims to develop self-training capacities.

For their part, cognitive sciences have provided didactics with greater openness and flexibility in their models.

Currently, we find three great reference exponents: the normative model (focuses on content), incitative (focuses on the student) and approximative (focused on the construction of knowledge by the student).