Thematische Bibliographien / Study and teaching: Aids

Auswahl der wissenschaftlichen Literatur zum Thema „Study and teaching: Aids“

Autor: Grafiati

Veröffentlicht am 25. Juli 2024

Zuletzt aktualisiert am 26. Juli 2024

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Zeitschriftenartikel zum Thema "Study and teaching: Aids"

Omar, Mohd Suhaimi, Noor Shah Saad und Mohd Uzi Dollah. „Penggunaan bahan bantu mengajar guru matematik sekolah rendah“. Jurnal Pendidikan Sains Dan Matematik Malaysia 7, Nr. 1 (27.04.2017): 32–46. http://dx.doi.org/10.37134/jsspj.vol7.no1.3.2017.

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This study was conducted to identify the level of frequency using of teaching aids among mathematics teachers. This study also aims to identify the mathematical teacher perceptions towards the use of teaching aids, restraints and challenges faced by them in the use of teaching aids. The respondents of this study consists of 70 teachers of mathematics from 20 primary schools in the District of Batang Padang, Perak. This study used a survey method that involves the review of quantitative and qualitative interpretation. The instrument used was a questionnaire. A set of questionnaires were distributed to the respondents to obtain the necessary information and data. All data were analyzed using computer software Statistical Package for Social Sciences SPSS version 22 ‘to get the frequency, percentage and mean. The results showed that the use of teaching aids in mathematics among teachers is high. In addition, the study also shows that the perception of teachers to use teaching aids are also positive. While the results of the analysis also shows that there are constraints and challenges faced by teachers in the use of teaching aids. A few suggestions are given to increase the use of teaching aids in the teaching of mathematics. Conclusions from the study reflects that the use of teaching aids is important for teachers to assist them in the process of teaching and learning. The study also demonstrates the use of teaching aids not only benefit the teachers, but they also have a major impact towards pupils.

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Uupindi, Mirjam, und Anna Niitembu Hako. „The use of teaching aids in environmental studies teaching and learning process“. Namibia CPD Journal for Educators 5 (20.11.2019): 284–303. http://dx.doi.org/10.32642/ncpdje.v5i0.1254.

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The purpose of this study was to explore the junior primary teachers’ use of teaching aids in the Environmental Studies teaching and learning process. The study used a case study design within the qualitative research approach. The sample comprised of five (5) junior primary teachers who were purposively selected. Observation and individual interview methods were employed to collect data. Data were analysed by the using thematic approach. The study results revealed financial constraints, lack of knowledge in designing aids, lack of time for making teaching aids for each lesson, limited space in the classroom and inadequate storerooms as hindrance to effective use of teaching aids. The study provided crucial information on the use teaching aids in the Environmental Studies teaching and learning process and recommends that teachers be trained on learning material development. The Ministry of Education, Arts and Culture should also provide adequate teaching resource materials and facilities to schools for junior primary teachers to effectively teach and impart knowledge and skills in learners at this crucial phase.

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Vashishtha K, Baidwan S und Puri N. „Comparison of two teaching aids: “PowerPoint and Chalkboard” in Undergraduate Anatomy Teaching“. International Journal of Anatomy and Research 9, Nr. 2.3 (05.06.2021): 8001–7. http://dx.doi.org/10.16965/ijar.2021.126.

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Objective: Teaching aids like chalkboard and power point (PPT) have commonly been used in anatomy teaching. With an increasing number of medical seats and introduction of competency-based curriculum, PPT is being preferred. The present study aimed at obtaining the views of medical students on these two teaching aids in learning Anatomy. Methods: It was a prospective, cross-sectional, questionnaire-based study conducted on medical students of First, second and final professional of a Government Medical College in North India. Students’ perception was assessed on the basis of a questionnaire in Likert scale. Likert scale 4 and 5 were considered favorable responses. McNemar’s test was used for statistical analysis. Results: The questionnaires were distributed to 420 students but 412 students participated in study. There were 164 males and 248 females. Students perceived that PPT offered significantly (p value <0.001) better visibility of lecture content, more clarity of the diagrams, structural relations and demonstration of applied aspects as compared to chalkboard. However, chalkboard was preferred over PPT by a significantly higher number of students (p value <0.001) as it enhances the ability to take notes and copy diagrams, develop better understanding of topic, provides better opportunity for student-teacher interaction, stimulates interest in the subject and enhances overall satisfaction and effectiveness of lecture delivery. Conclusion: The present study, based on students’ responses, highlights the areas of strength of chalkboard and PPT and provides a guide for the teachers for an integrated and appropriate use of both teaching aids for effective lecture delivery. KEY WORDS: Anatomy teaching, Lecture delivery, Chalkboard, Power Point, Medical education.

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Ishartono, Naufal, Ikhsan Dwi Setyono, Ade Risma Maharani und Suliadi Firdaus Bin Sufahani. „The Quality of Mathematics Teaching Aids Developed by Mathematics Pre-Service Teachers in Indonesia“. Jurnal VARIDIKA 1, Nr. 1 (01.07.2022): 14–27. http://dx.doi.org/10.23917/varidika.v1i1.18034.

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Mathematics teaching aids play an essential role in the learning process, where these aids become a bridge in the transfer of knowledge between teachers and students. The good of mathematics learning media will affect the process of transfer of knowledge from teacher to student. Therefore, this study aims to analyze and describe the quality of mathematics teaching aids developed by pre-service mathematics teachers in Indonesia, specifically from pre-service mathematics teachers in the Mathematics Education Department of Universitas Muhammadiyah Surakarta. This study uses descriptive analytical studies in which the data obtained is analyzed quantitatively and described qualitatively. This study concludes that, in general, the quality of mathematical teaching aids developed has been categorized as at least "good enough" both in pedagogical and conceptual aspects, as well as in physical aspects. However, some points need notable improvement and attention by the teaching lecturers at the point of the level of quality of safety and the quality of the teaching's ability aids in providing stimulus to students.

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Gasana, Fidele, Venant Nkundabagenzi und Odette Umugiraneza. „Exploring Teachers’ Use of Teaching Aids in Teaching Mathematics in Secondary Schools in Kigali City, Rwanda“. Journal of Global Research in Education and Social Science 17, Nr. 5 (18.11.2023): 34–42. http://dx.doi.org/10.56557/jogress/2023/v17i58435.

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The present study examined the teachers’ use of teaching aids (TA) in teaching mathematics in selected secondary schools of Kigali City, Rwanda. The study adopted the descriptive research design. The study involved 170. The research instruments employed for data collection were questionnaire. Data were analyzed by using qualitative method, statistical packages for social sciences (SPSS) was used as data analysis tool. Whilst the qualitative data were analyzed thematically. The research revealed that visual and audio-visual teaching aids are likely to be promoted for teaching mathematics. The results showed that TA greatly and significantly contributes to the teaching and learning of mathematics. The study recommends that teachers should have access to several types of in-service training about the use of teaching aids. Adequate instructional aids should be provided to secondary schools to facilitate teachers getting enough teaching aids.

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Jasadijaya, Aisyah, Rahmad Bala und Hasanah Purnamasari. „Enhancing Learning Achievement through Effective Use of Teaching Aids in Islamic Education“. International Journal of Learning Reformation in Elementary Education 2, Nr. 02 (30.06.2023): 104–13. http://dx.doi.org/10.56741/ijlree.v2i02.322.

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This study examined the impact of teaching aids on learning achievement in Islamic education. A questionnaire was used to collect data from fourth-grade students in Kupang, Indonesia. The questionnaire consisted of 20 items, and students rated their agreement on a 5-point Likert scale. Descriptive analysis showed that students' responses to teaching aids were categorized as moderate, with 42.1% falling into this category. The findings revealed a significant positive correlation between teaching aids and learning achievement. The coefficient of determination analysis indicated that teaching aids accounted for 88% of the variance in learning achievement. Furthermore, the t-test and simple linear regression analysis confirmed the significant influence of teaching aids on learning achievement. The study suggests that incorporating teaching aids and innovative learning strategies in Islamic education can enhance learning outcomes. Educators should use various teaching aids and media to create engaging learning environments. Policymakers should support effective teaching practices and provide necessary resources for integrating teaching aids in classrooms. These results offer valuable insights into the importance of teaching aids in improving learning achievement, not only in Islamic education but also in other subjects.

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Jamil, Halimah. „Exploring Innovation in the Development of Teaching Aids among Prospective Teachers for the Implementation of Assessment of Reading Skills“. Journal of Public Administration and Governance 13, Nr. 4 (03.01.2024): 110. http://dx.doi.org/10.5296/jpag.v13i4.21601.

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The use of teaching aids during the teaching and learning process (T&L) is very important for teachers to ensure that the delivery of information related to the subjects taught is more clear, systematic and can be followed by students better. Educators of the 21st century are advised to innovate in developing teaching aids to improve in the Malay language skills continuously as contained in the Malaysian Education Development Plan (PPPM) 2013-2025. The research question of this study is i) what kind of teaching aids are developed by prospective teachers in teaching and learning Malay language?, ii) what is the challenge of developing innovative teaching aids among prospective teachers for teaching and learning the Malay language, and iii) what are the skills of innovation in the development of teaching aids among prospective teachers for teaching and learning the Malay language?. The qualitative survey involved a total of seven prospective Malay Language teachers. The results of the study through interviews and observations found that the development of teaching aids showed that the participants have high skills and knowledge, the participants have creative and innovative skills by combining various materials, can move the T&L process more effectively in developing teaching aids for Malay language and Malay literature. The results of teaching aids innovations that they develop help students to easily understand the topics taught in class. The diversity in the selection of teaching aids in this study can be applied to other subjects in future studies.

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Sanjaya, I. Gede Heri, Ni Luh Putu Eka Sulistia Dewi und Anak Agung Gede Yudha Paramartha. „An Investigation of Teaching Aids Used by English Teachers in Teaching Vocabulary for Young Learners“. Journal of Educational Study 2, Nr. 1 (15.02.2022): 26–34. http://dx.doi.org/10.36663/joes.v1i2.227.

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This qualitative study aims at investigating the teaching aids used to teach vocabulary for young learners. The data were collected using questionnaires and interview to determine the kinds of teaching aids used to teach vocabulary, the challenges in implementing them, and how English teachers face these challenges. The data collected were analyzed qualitatively by referring to Miles & Huberman (1994). The results show that the dominant type of teaching aids used by the English teachers to teach English to the young learners is audio-visual which is a combination of visual and audio aids was seldomly used by the teachers. According to the interview, the teachers felt that students were more engaged by visuals and audiovisuals because teachers can place interesting decorations to guide the students; for example, a student's favorite cartoon character or animal. The result of the interview also showed that the teachers found challenges in implementing the teaching aids, namely (a) time consuming (b) quality of teaching aids (c) technical difficulties. To face the challenges, teachers usually consider alternatives that are equivalent to the media that should have been used, allocated time, and also skills in operating electronic to implement the teaching aids.

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Fitria Rahmawati, Desti, Dedy Hamdani und Desy Hanisa Putri. „DEVELOPMENT OF WATER DISTRIBUTION AND WATER VOLUME PRACTICUM TOOLS USING THE YF-S401 FLOW SENSOR ON DYNAMIC FLUID MATERIALS IN SENIOR HIGH SCHOOL“. Jurnal Pendidikan Matematika dan IPA 14, Nr. 2 (14.07.2023): 162. http://dx.doi.org/10.26418/jpmipa.v14i2.65291.

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This study aims to: 1) develop practical teaching aids for discharge and water volume using a flow sensor YF-S401 and Arduino Uno, 2) determine the feasibility of teaching aids, and 3) determine students' perceptions of the teaching aids that have been made. developed. The research method used is Research and Development with the ADDIE model which includes Analysis, Design, Development, Implementation, and Evaluation. However, the research and development carried out is still limited to the development stage. The instruments used in this study were: 1) media expert and material expert validation sheets to test the feasibility of teaching aids and guidebooks, and 2) student perception sheets to determine students' responses to teaching aids and guidebooks. The results showed that the flow rate and water volume practicum teaching aids using the YF-S401 flow sensor along with the guidebook were feasible to use in the learning process.

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KHANNANOVA, O., und T. SHKURA. „FEATURES OF THE USE OF AUDIOVISUAL TEACHING AIDS IN TEACHING THE COURSE "BIOGEOGRAPHY"“. ТHE SOURCES OF PEDAGOGICAL SKILLS, Nr. 26 (07.04.2021): 215–18. http://dx.doi.org/10.33989/2075-146x.2020.26.227657.

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The article is devoted to the consideration of pedagogical and organizational conditions for the use of audiovisual teaching aids in teaching the course "Biogeography" at Poltava Pedagogical University named after V.G. Korolenko. The ways of introduction of modern video teaching aids in the educational process are analyzed. It is proved that the use of audiovisual teaching aids in the study of disciplines "Biogeography", "Biogeography with the basics of landscape science" is aimed at deepening the acquisition of knowledge, skills and abilities about the peculiarities of the distribution of living organisms on Earth. Learning material illustrated using audiovisual teaching aids is an effective form of learning. The optimal use of audiovisual media allows you to develop classes more informative, interesting and meaningful, but requires much more time to prepare from the teacher in order to clearly organize the participants in the educational process.

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Dissertationen zum Thema "Study and teaching: Aids"

Dlol, Sarah. „How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids“. Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.

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The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.

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Gripper, Antoinette Bernadette. „The impact of an HIV/AIDS module on the self-efficacy of teachers“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/737.

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In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.

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Grove, Teresa. „Nurses' attitudes toward patients with AIDS examined by hours of AIDS education“. PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4071.

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This study was designed to describe the attitudes of staff nurses toward patients who have Acquired Immunodeficiency Syndrome (AIDS), and to determine if the 1989 Washington State licensing requirement for seven hours of AIDS education was effective in changing the attitudes of these nurses toward AIDS patients. Health care providers' attitudes toward patients with AIDS have been documented as differing from their attitudes toward patients with other debilitating conditions (cancer, diabetes, heart disease) in that they place more blame for getting the disease on those with AIDS, they tend to have some degree of homophobia, and they are sometimes overly cautions in using protective procedures around these patients. The consequence of these attitudes can be seen in the nursing care received by some of these patients: insensitive comments and avoidance behavior by staff.

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Hobson, David Allen. „Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.

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This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort.
Department of Industry & Technology

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Apple, Steven David. „Developing transparency masters for Product and Manufacturing System Design to support Indiana's industrial technology education curriculum“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544152.

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The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students.
Department of Industry & Technology

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Lebeta, T. V. „An investigation into pre-service teachers mathematical behaviour in an application and modelling context“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.

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The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.

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Bednall, Timothy Colin Psychology Faculty of Science UNSW. „Effects of self-regulatory aids on autonomous study“. Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.

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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

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Alma, Erica. „The effect of a HIV/AIDS life skills programme on the knowledge, attitudes and perceptions of grade nine learners“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/739.

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The first cases of Acquired Immune Deficiency Syndrome (AIDS) were reported in 1981 and in 1983 the Human Immunodeficiency Virus (HIV) was identified. Today, over 40 million individuals globally are living with HIV/AIDS. As there is currently no cure for the disease, it is projected to reach pandemic proportions in the 21st century. In South Africa at the end of 2006, over 5.3 million individuals were living with HIV/AIDS, with affluent and educated South Africans showing the highest HIVprevalence growth rate. The HIV prevalence amongst 15 to 24 year old South Africans is 10.4 percent. It has become vital that youth receive education about HIV/AIDS as early as possible, to ensure that they do not contract the virus. Psycho-education seeks to teach psychological knowledge and skills to individuals. This is also known as life skills teaching. The National Departments of Health and Education have developed a life skills programme for schools. This programme aims to, amongst others; educate young people about HIV/AIDS. The effectiveness of this programme will be assessed in two schools in the Port Elizabeth area. In this exploratory descriptive, triangulation research study, a quasiexperimental, one group pre- and post-test design was used to assess the effectiveness of the life skills programme amongst 211 Grade nine middle to upper socio-economic group learners. Four focus groups were conducted after the programme to explore the learners attitudes and perceptions of HIV/AIDS and their experiences of the programme. Teschs model of content analysis and Gubas model of trustworthiness were used to analyse the data obtained from the focus groups.

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MITCHELL, MYRNA LOU WILLIAMS. „A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.

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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.

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Stahl, Karen Ann. „TEACHING VISUALLY IMPAIRED STUDENTS CLOTHING SELECTION THROUGH AUDIO AND PRINT INDIVIDUALIZED INSTRUCTION (CASE STUDY)“. Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275328.

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Bücher zum Thema "Study and teaching: Aids"

Tonks, Douglas. Teaching AIDS. New York: Routledge, 1996.

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Tonks, Douglas. Teaching AIDS. New York: Routledge, 1996.

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P, Flynn Eileen. Teaching about AIDS. Kansas City, MO: Sheed & Ward, 1988.

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Colin, Ledsome, Hrsg. Engineering design teaching aids. London: Design Council Educational, 1987.

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(Ohio), Fairfield City Schools, Hrsg. AIDS: Procedures and teaching units. Fairfield, Ohio: Faifield City Schools, 1989.

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Fairfield City Schools (Fairfield, Ohio), Hrsg. AIDS: Procedures and teaching units. Fairfield, Ohio: Fairfield City Schools, 1989.

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Nebraska. Dept. of Health. und Nebraska. State Dept. of Education., Hrsg. AIDS. [Lincoln, NE: Nebraska Dept. of Health, Disease Control, 1987.

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I͡A︡, Antonovskiĭ M., und Norman F. Alexander, Hrsg. Sets of mathematics teaching aids. Reston, Va: National Council of Teachers of Mathematics, 1990.

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Council, National Safety, Hrsg. Guide to teaching about AIDS. Chicago, Ill. (444 N. Michigan Ave., Chicago, Ill. 60611): National Safety Council, 1988.

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1949-, Hynson Diana L., und Gaud Carmen M, Hrsg. AIDS. Nashville: Abingdon Press, 1993.

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Buchteile zum Thema "Study and teaching: Aids"

Alfke, Deike S. „Mathematical Modelling with Increasing Learning Aids: A Video Study“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 25–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_2.

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Goodeve, Jane. „Teaching aids: a study of school nurses’ views of their role in HIV/AIDS education“. In Research in health promotion and nursing, 230–36. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-23067-9_26.

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Poulton, Ethel M. „The Values and Aims of the Study of Biology“. In The Teaching of Biology, 1–12. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347750-2.

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Olfos, Raimundo, und Masami Isoda. „Teaching the Multiplication Table and Its Properties for Learning How to Learn“. In Teaching Multiplication with Lesson Study, 133–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.

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Isoda, Masami, und Raimundo Olfos. „Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?“ In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

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Boufahja, Ines. „Incorporating Audio-Visual Aids in the English Language Classroom in Tunisia: A Case Study“. In English Language Teaching Research in the Middle East and North Africa, 687–701. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_30.

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Liu, Zaixing, Lijun Jiang, Xiu Wang und Zhelin Li. „A Study of Teaching Aids Design for Autistic Children with Focus on Hand-Eye Coordination“. In Design, User Experience, and Usability: Design for Diversity, Well-being, and Social Development, 270–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78224-5_19.

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Zhao, Yanmin, Marc Kleinknecht und James Ko. „Dialogic Interactions in Higher Vocational Learning Environments in Mainland China: Evidence Relating to the Effectiveness of Varied Teaching Strategies and Students’ Learning Engagement“. In Effective Teaching Around the World, 207–24. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_9.

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AbstractThe study aims to explore students’ learning in the vocational classroom learning environment and the teaching practices of vocation-oriented subjects in Chinese higher vocational institutions. Based on sixty lesson observations, four selected videotaped lessons were used to conduct in-depth dialogic interaction analysis of teacher-led (the teacher to students), student-led (students to the teacher), students to students, and students to the course content according to ICALT and CETIT dimensions of effective teaching. Vocational collaborative learning and adaptive instructions were analysed through the in-class activities of the learning processes that students were engaged in within the classroom. Findings suggest that dialogic teaching in classrooms enhanced practical understanding in specialised vocational subjects and students’ learning engagement, for example, classroom practices such as small group teaching of vocational skills and lesson activities connected to work-related learning situations. The study also reveals that a built-in flexible teaching arrangement stimulates vocational students’ involvement in collaborative learning and promotes interactions between students’ classroom-based training activities. The study implies that effective dialogic classroom learning environments should integrate vocational students’ career learning and work-based instructions.

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Maulana, Ridwan, Amanda Maraschin Bruscato, Michelle Helms-Lorenz, Yulia Irnidayanti, Thelma de Jager, Ulziisaikhan Galindev, Amarjargal Adiyasuren et al. „Secondary Education Teachers’ Effective Teaching Behaviour Across Five Countries: Does it Change Over Time?“ In Effective Teaching Around the World, 361–98. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_17.

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AbstractOver the last decade, a limited number of studies have documented changes in effective teaching behaviour in secondary education over time. However, the studies are rather fragmented and heterogeneous in terms of measurements, contexts, and time intervals.This study aims to investigate changes in secondary school teachers’ teaching behaviour over time, by using a uniform observation instrument in five contrasting national contexts. The study focuses on the examination of inter- and intra-individual differences in teachers’ effective teaching behaviour across Indonesia, Mongolia, Pakistan, South Africa, and the Netherlands. A total of 3158 teachers across the five countries participated in this study. Their classroom lessons were observed by trained observers in the natural classroom setting longitudinally using a uniform observation measure called International Comparative Analysis of Learning and Teaching (ICALT). Results show that, in general, between-schools, between-teachers, and within-teacher differences are visible, with some degree of variations in proportion depending on the country and the type of teaching behaviour. Within-teacher differences are consistently large across countries. This provides evidence regarding the dynamic characteristics (i.e., change) of teaching behaviour cross-nationally. Implications for research and practice are discussed.

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Das, Dilip K. „AIDS Awareness and Behaviour Change: An Interdisciplinary Perspective“. In Teaching AIDS, 1–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6120-3_1.

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Konferenzberichte zum Thema "Study and teaching: Aids"

Popescu, Liliana Georgeta, und Gina-Maria Moraru. „STUDY REGARDING THE STUDENTS’ PERCEPTION ON THE TEACHING AIDS“. In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1216.

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Jun, Woochun. „A Study on Development of Selection Standards of Maker Education Teaching Aids“. In 2018 International Conference on Information and Communication Technology Convergence (ICTC). IEEE, 2018. http://dx.doi.org/10.1109/ictc.2018.8539704.

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Vikulova, Larisa, Svetlana Gerasimova, Irina Makarova und Ekaterina Vishnevskaya. „Multimedia Study Aids in Teaching Creative Foreign Language Reading: Personal-Activity Approach“. In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1082.

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Heng, Zhang, Chen Dong Yi und Ling Jian Zhong. „Study of Classroom Teaching Aids System Based on Wearable Computing and Centralized Sensor Network Technique“. In 4th IEEE Int'l Conference on Cyber, Physical and Social Computing (CPSCom). IEEE, 2011. http://dx.doi.org/10.1109/ithings/cpscom.2011.15.

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Basha, Rani Fathima Kamal, und Kanagraraj Venusamy. „A Detailed Study Of Effective Online Technical Teaching Aids For Augmented Learning in Covid’ 19 Pandemic“. In 2020 Sixth International Conference on e-Learning (econf). IEEE, 2020. http://dx.doi.org/10.1109/econf51404.2020.9385485.

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Estepa, Antonio. „The training of primary school teachers in stochastics and in stochastic education in Europe“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08406.

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In this paper we analyse the available resources, potential difficulties and principles in the training of primary school teachers in stochastics and stochastic education and then present a proposal for a syllabus to train primary school teachers in this field that takes into account the restrictions and aims of the European Higher Education Area.

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North, Delia, und Jackie Scheiber. „Introducing statistics at school level in south Africa the crucial role played by the national statistics office in training in-service teachers“. In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08704.

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A new school curriculum, with substantial statistics content at all levels, is currently being phased in throughout South Africa. This paper focuses on a government roll-out plan that aims to upgrade the knowledge of in-service teachers in order to empower them to successfully engage with the statistics content of the new school syllabus.

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Lo, Hua-Chen, Tzu-Hsiang Peng und Tzu-Hua Wang. „A STUDY ON THE USE OF VISUAL IMAGE TEACHING AIDS TO ASSIST CHILDREN'S VISUAL RECOGNITION AND ATTENTION“. In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.2039.

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Tian, PinJing. „Study of intelligent voice teaching aid system in English Teaching“. In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.30.

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Pratama, H., M. N. A. Azman, N. A. Zakaria und M. Khairudin. „Development of programmable logic controller teaching aids on electrical motor installation course among vocational school students in Aceh, Indonesia“. In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.19.

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Programmable Logic Controller (PLC) is a competency that must be mastered by third-level vocational school students in an electrical motor installation course. PLCs can be operated using programming languages such as sequence function charts, block diagrams, instruction lists, ladder diagrams, and others. This competency is important because it is often used in the industrial world. To create better and more effective conditions in the teaching and learning process, the development of teaching aids is needed to improve and enhance students' skills. This research, to design and development a useful teaching and learning tool teaching medium to help teachers teach concepts PLC-based electrical control systems, both theoretically and practically. The ADDIE model was used in developing the aids. The verification stage is carried out to ensure that the teaching aids that have been developed are suitable for use. In addition, this kit is relatively small with dimensions of 45x34x20 mm and is easy to move and can be used in various places. Confirmation involves lecturers and teachers who teach the field of electrical engineering. The results of the study found that the respondents strongly agreed that the PLC teaching aids was suitable for use in the learning process. Respondents also stated that using the tool because did not waste time and was easy to use. However, it is suggested that further research be conducted to identify the effectiveness of this teaching aid on students.

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Berichte der Organisationen zum Thema "Study and teaching: Aids"

Rassovytska, Maryna V., und Andrii M. Striuk. Система хмаро орієнтованих засобів навчання інформатичних дисциплін студентів інженерних спеціальностей. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2452.

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The purpose of this study is to identify the main categories of cloud-based learning tools and to identify the links between them. Thus, the following categories of cloud-oriented teaching aids are allocated for educational purposes and feature of use: teaching management tools, communication tools, joint activity tools, teaching materials, knowledge control tools. In study was developed a system of cloud-oriented tools of learning computer science disciplines of engineering specialties students and considered examples of the implementation of its individual components. As a further area of research, the experimental implementation of this system of cloud-oriented learning means is considered.

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Ruhalahti, Sanna, Ricardo Cuenca und Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an online questionnaire. The results indicated that the teachers participating in the programme recognise the importance of socio-emotional aspects in the teaching and learning processes. They further revealed that socio-emotional skill training has the greatest impact on teacher-student interaction, and that such skills should be integrated into daily teaching activities to support students personal growth and learning in a school community. The study offers practical recommendations for teachers professional development in Barbados and Trinidad and Tobago.

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at exploring the procedures that educators in diverse contexts have used to aid their student teachers in preparing for lesson planning. The first set seeks to identify the procedures used as well as their outcomes. The second set of questions aims to inquire on the methodologies adopted. Twelve studies were selected for the final review, which were found using the Educational Resources Information Center (ERIC) and Google scholar databases as well as the academia.edu platform. A matrix was created to analyze the papers selected together with a coding process. The analysis revealed that collaborative procedures such as mentoring and lesson study combined with reflective teaching seem to render optimal learning experiences for preservice teachers. A special mention is given to plan lessons using authentic materials. Furthermore, types of methodologies that promote rich description such as case studies appear to be appropriate to frame these studies.

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Khemani, Shreya, Jharna Sahu, Maya Yadav und Triveni Sahu. Interrogating What Reproduces a Teacher: A Study of the Working Lives of Teachers in Birgaon, Raipur. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1307.2023.

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This study, situated in an industrial working-class neighbourhood in Raipur, Chhattisgarh, aims to look at what sustains and reproduces an elementary school teacher in low-fee private schools. Within a highly stratified system of education such as ours (NCERT 2005), both at the level of school and teacher education itself, as well as in the context of a highly stratified society—where the imagination and reality of ‘a teacher’ is informed as much by a historical domination of teaching by specific caste groups as it is by a contemporary reality in which the bulk of the teachers in schools across the country are women (UDISE+ 2019-20)—how do we understand the working lives of teachers and the work of teaching? This study thinks through this question by inquiring into the labouring lives of teachers in our fieldsite—centring tensions between productive and unproductive labour and paid and unpaid work.

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Abera, Tadesse, Tesfahun Melese, Hawltie Abera und Mustofa Worku. Assessing Faculty and Institutional Readiness for e-Learning at the University of Gondar. Mary Lou Fulton Teachers College, Dezember 2023. http://dx.doi.org/10.14507/mcf-eli.i3.

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The study aims to investigate whether the University of Gondar was ready for e-Learning. The study conducted a cross-sectional survey with faculty members and administrative staff. Findings showed that faculty members demonstrated readiness in technological access, confidence, and training, as well as positive attitudes towards online teaching. However, institutional readiness lacked in ICT infrastructure, administrative support, and resource support.

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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati und Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), März 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.

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Ramírez Correa, Kaithie Del Mar. From Regular Face-to-Face Teaching to A Transformative Classroom During the Pandemic of Covid-19. Institucion Universitaria Colombo Americana, Mai 2023. http://dx.doi.org/10.26817/paper.21.

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This study aims to describe a teacher’s experiences at a Colombian private college in response to the Covid-19 contingency. The document will report how the institution faced the challenge of transforming face-to-face classes to emergency instruction mediated by technology through an intervention made. A new team was created to oversee the institutional Educational Technology and Pedagogical Innovation area. This team was responsible for the technological teachers’ learning support so they could teach their online classes as a need created due to the lockdown for COVID 19. The main purpose was to identify the evolution of digital mindset, literacy, and competences within the group of teachers in the institution. All data has been collected through surveys, interviews, and class observations with teachers. In addition, in this paper it will be shown how the teachers’ digital mindset and competences emerged maintaining high standards of quality. Finally, the document will report how the intervention carried out permitted these teachers to transfer their already-strong teaching skills to virtuality resulting in best instructional practices

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Nietschke, Yung, Anna Dabrowski, Maya Conway und Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.

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Barkatov, Igor V., Volodymyr S. Farafonov, Valeriy O. Tiurin, Serhiy S. Honcharuk, Vitaliy I. Barkatov und Hennadiy M. Kravtsov. New effective aid for teaching technology subjects: 3D spherical panoramas joined with virtual reality. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4407.

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Rapid development of modern technology and its increasing complexity make high demands to the quality of training of its users. Among others, an important class is vehicles, both civil and military. In the teaching of associated subjects, the accepted hierarchy of teaching aids includes common visual aids (posters, videos, scale models etc.) on the first stage, followed by simulators ranging in complexity, and finished at real vehicles. It allows achieving some balance between cost and efficiency by partial replacement of more expensive and elaborated aids with the less expensive ones. However, the analysis of teaching experience in the Military Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute” (Institute) reveals that the balance is still suboptimal, and the present teaching aids are still not enough to allow efficient teaching. This fact raises the problem of extending the range of available teaching aids for vehicle-related subjects, which is the aim of the work. Benefiting from the modern information and visualization technologies, we present a new teaching aid that constitutes a spherical (360° or 3D) photographic panorama and a Virtual Reality (VR) device. The nature of the aid, its potential applications, limitations and benefits in comparison to the common aids are discussed. The proposed aid is shown to be cost-effective and is proved to increase efficiency of training, according to the results of a teaching experiment that was carried out in the Institute. For the implementation, a tight collaboration between the Institute and an IT company “Innovative Distance Learning Systems Limited” was established. A series of panoramas, which are already available, and its planned expansions are presented. The authors conclude that the proposed aid may significantly improve the cost-efficiency balance of teaching a range of technology subjects.

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Panchenko, Liubov F., und Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.

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