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Zeitschriftenartikel zum Thema "Visual programming (Computer science)":
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Pau, L. F., und H. Olason. „Visual logic programming“. Journal of Visual Languages & Computing 2, Nr. 1 (März 1991): 3–15. http://dx.doi.org/10.1016/s1045-926x(05)80049-7.
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Gunawan, Dedi, und Fatah Yasin Al Irsyadi. „PEMANFAATAN PEMROGRAMAN VISUAL SEBAGAI ALTERNATIF PEMBUATAN MEDIA BELAJAR BERBASIS GAME DAN ANIMASI“. Warta LPM 19, Nr. 1 (01.03.2016): 53–63. http://dx.doi.org/10.23917/warta.v19i1.1984.
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Visual programming is the one programming technique in computer Science which aims to give easy understanding in writing code program. The main users of visual programming are students and people who have no experiences in making computer code and lack of computer programming language.Visual programminggives advantages to develop any kind of application software such as game and application related to education. This research was conducted to the teachers who teach Al-Quran for children learning in order to know the benefit of using visualprogramming in terms of creating an animation and game education.Several approach has been applied in this research. The first is surveying the knowledge in computer programming by using questioners. Following that, we provide a training of using visual programming and the last is conduction survey in order to know the progress of learning accuisiton.Based on the questioner’s data,it can be found that visual programming is very useful to introduce computer programming for people who have limited computer background. The data shows that 60% respondent believe that the visual programming is easy to follow, while the rest says it is hard to do. Furthermore, some of the participants are able to create simple education game
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COLLOPY, FRED, und ROBERT M. FUHRER. „A Visual Programming Language for Expressing Rhythmic Visuals“. Journal of Visual Languages & Computing 12, Nr. 3 (Juni 2001): 283–97. http://dx.doi.org/10.1006/jvlc.2001.0209.
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TYUGU, E., und R. VALT. „Visual Programming in NUT“. Journal of Visual Languages & Computing 8, Nr. 5-6 (Dezember 1997): 523–44. http://dx.doi.org/10.1006/jvlc.1997.0069.
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João, Nuno, Fábio und Ana. „A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers“. Education Sciences 9, Nr. 3 (12.07.2019): 181. http://dx.doi.org/10.3390/educsci9030181.
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In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master’s program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.
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Palagin, A. V., V. P. Boyun und A. S. Yurchenko. „?Matematik?`? A visual programming system“. Cybernetics and Systems Analysis 28, Nr. 6 (November 1992): 943–44. http://dx.doi.org/10.1007/bf01291299.
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St. Amant, Robert, Henry Lieberman, Richard Potter und Luke Zettlemoyer. „Programming by example: visual generalization in programming by example“. Communications of the ACM 43, Nr. 3 (März 2000): 107–14. http://dx.doi.org/10.1145/330534.330549.
Dissertationen zum Thema "Visual programming (Computer science)":
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Price, Kellie W. „Using Visual Technologies in the Introductory Programming Courses for Computer Science Majors“. NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/276.
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Decreasing enrollments, lower rates of student retention and changes in the learning styles of today's students are all issues that the Computer Science (CS) academic community is currently facing. As a result, CS educators are being challenged to find the right blend of technology and pedagogy for their curriculum in order to help students persist through the major and produce strong graduates.
Visual technologies are being explored as a way to present difficult programming concepts in a manner that is easier to visualize and simpler to use. Visual technologies can make learning programming easier by minimizing the syntax of the programming language being used and providing visual feedback to the students to aid in conceptualization of the programming constructs.
The goal was to improve student retention and performance by incorporating visual technologies in the introductory programming course, CS1, at East Tennessee State University (ETSU). The ADDIE approach to instructional design was used to develop and implement a curriculum that incorporated visual technologies in CS1 at ETSU. Subsequently, quasi-experimental research methods, using the Post-Test Only Nonequivalent Groups Design approach, were used to perform assessment on the effects of the revised curriculum on student performance in the course and retention in the major as compared to student performance and retention as measured prior to the course redesign.
The results of the study indicate a positive impact on student performance in CS1 and student retention in the major as a result of the use of two types of visual technologies in CS1 at ETSU. Visual technologies supporting algorithm development, such as RAPTOR, had a positive impact on student performance in the area of problem solving and algorithm development as well as the use of decision and repetition constructs in programming. Visual technologies supporting program development, such as Alice, had a positive impact on student performance in the area of object-oriented programming concepts such as objects and classes. The combination of these two types of visual technologies showed evidence of improvement among student performance as a whole in the course and slight improvement in student persistence in the major.
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Williams, Alexandra L. Gilbert Juan E. „SimBuilder Science an approach to enhancing reading literacy through visual programming /“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Theses/WILLIAMS_ALEXANDRIA_34.pdf.
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廖境培 und King-pui Liu. „Vision-aided intelligent operation of robots: visual programming, automatic replanning and visual feedback“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31212542.
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Liu, King-pui. „Vision-aided intelligent operation of robots : visual programming, automatic replanning and visual feedback /“. Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19671477.
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Touchton, Robert A. „Interaction and Interdependency of Software Engineering Methods and Visual Programming“. UNF Digital Commons, 1995. http://digitalcommons.unf.edu/etd/217.
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Visual Programming Languages and Visual Programming Tools incorporate non-procedural coding mechanisms that may duplicate, or perhaps even conflict with, the analysis and design mechanisms promulgated by the mainstream Software Engineering methodologies. By better understanding such duplication and conflict, software engineers can take proactive measures to accommodate and, ideally, eliminate them. Better still, there may be opportunities for synergy that can be exploited if one is looking for them.
This research explored, documented and classified the interactions and interdependencies, both positive (synergies) and negative (conflicts), between two closely related and rapidly evolving Computer Science subdisciplines: software engineering and visual programming. A literature search was conducted to surface, evaluate, and build upon (where appropriate) recent and ongoing research in this area. A mechanism was created to capture observations of conflicts and synergies. This capture mechanism was applied to an experimentation test bed that was established to provide concrete examples of gaps, overlaps, conflicts, and synergies. In this regard, two relatively simple applications, one data-base oriented and one algorithm oriented, were designed and implemented using multiple software engineering methods and multiple visual tools/languages.
A software prototype, which bridges one of the gaps discovered during the research, was built to underscore the importance of eventually merging Computer Aided Software Engineering and visual development tools. The overall results as well as anticipated trends and developments in the area of software engineering and visual programming were summarized. The synergy/conflict observations, in conjunction with the literature search results, were used to develop strategies and guidelines for successfully using visual programming languages and tools in concert with sound software engineering methods.
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Garcia, Mariano. „Effects of levels of abstractness of icons used to represent programming language constructs“. Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/8171.
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Le, Hoang Duc Khanh Computer Science & Engineering Faculty of Engineering UNSW. „Visual dataflow language for image processing“. Awarded by:University of New South Wales. Computer Science & Engineering, 2007. http://handle.unsw.edu.au/1959.4/40776.
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Most current DFVPLs support flow control to facilitate experiments and complex problems. However, current approaches in DFVPLs still remain inefficient. We show that inadequacies in existing visual programming languages may be magnified in applications involving image analysis. These include a lack of efficient communication mechanisms and strong dependency on human involvement to customise properties. For instance, properties in one computational component can not be shared for other components. Moreover, conditional expressions used in control components hold data values that are unrelated with those computational components. Furthermore, since image processing libraries usua.lly only explicitly support pipeline processing, as exemplified by the widely used Insight Toolkit for Medical Image Segmentation and Registration (ITK), a looping algorithm would be difficult to implement without a feedback mechanism supported by the visual language itself. We propose a data-flow visual programming language that encompasses several novel control constructs and parameterised computational units. These components are facilitated by a novel hybrid data-flow model. We also present several conceptual models and design alternatives for control constructs. Several mechanisms and techniques are provided to enhance data propagation for these components. We demonstrate, in an environment that utilises ITK as the underlying processing engine, that the inadequacies in existing DFVPLs can be satisfactorily addressed through the visual components proposed in this thesis.
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Msiska, Mwawi Fred. „A visual programming environment for authoring ASD therapy tools“. Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17939.
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Thesis (MSc)--Stellenbosch University, 2011. ENGLISH ABSTRACT: 3D virtual environments can be used as therapy tools in patients with autism spectrum
disorders (ASDs); however, the development of such tools is time-consuming.
A 3D virtual environment development platform for such tools has been developed
specifically for the South African context, because of the language and culture
sensitivity of these therapy tools.
The 3D virtual environment development platform has a Lua scripting interface
for specifying logic in the virtual environments. Lua is a textual programming
language, and presents a challenge to ASDs therapists’ ability to create therapy
tools without engaging an expert programmer.
The aim of this research was to investigate the design and implementation of a
visual programming environment to support non-expert programmers in scripting
within the 3D virtual environment development platform.
Various visual program representation techniques, reported in the literature, were
examined to determine their appropriateness for adoption in our design. A visual
programming language based on the “building-block” approach was considered the
most suitable. The research resulted in the development of a visual script editor
(VSE), based on an open source framework called the OpenBlocks library.
The VSE successfully alleviated the syntax burden that textual programming languages
place on non-expert programmers. The fitness of purpose of our VSE was
exemplified in a sample 3D virtual environment that was scripted using the VSE.
Despite the success, we argue that the applicability of the “building-block” approach
is limited to domain-specific programming languages due to the absence of
visual expressions for defining user-defined types, and for specifying hierarchy. AFRIKAANSE OPSOMMING: Geen opsomming
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Zetterström, Andreas. „Visual Compositional-Relational Programming“. Thesis, Uppsala University, Computer Systems Sciences, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126895.
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In an ever faster changing environment, software developers not only need agile methods, but also agile programming paradigms and tools. A paradigm shift towards declarative programming has begun; a clear indication of this is Microsoft's substantial investment in functional programming. Moreover, several attempts have been made to enable visual programming. We believe that software development is ready for a new paradigm which goes beyond any existing declarative paradigm: visual compositional-relational programming. Compositional-relational programming (CRP) is a purely declarative paradigm -- making it suitable for a visual representation. All procedural aspects -- including the increasingly important issue of parallelization -- are removed from the programmer's consideration and handled in the underlying implementation. The foundation for CRP is a theory of higher-order combinatory logic programming developed by Hamfelt and Nilsson in the 1990's. This thesis proposes a model for visualizing compositional-relational programming. We show that the diagrams are isomorphic with the programs represented in textual form. Furthermore, we show that the model can be used to automatically generate code from diagrams, thus paving the way for a visual integrated development environment for CRP, where programming is performed by combining visual objects in a drag-and-drop fashion. At present, we implement CRP using Prolog. However, in future we foresee an implementation directly on one of the major object-oriented frameworks, e.g. the .NET platform, with the aim to finally launch relational programming into large-scale systems development.
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Pierson, Graham C. „Code maintenance and design for a visual programming language graphical user interface“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FPierson.pdf.
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Icke, Ilknur, und Andrew Rosenberg. „Multi-objective Genetic Programming for Visual Analytics“. In Lecture Notes in Computer Science, 322–34. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20407-4_28.
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Burnett, Margaret M. „Challenges and opportunities visual programming languages bring to programming language research“. In Lecture Notes in Computer Science, 188. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0026431.
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Gibbons, Jeremy. „Towards a Colimit-Based Semantics for Visual Programming“. In Lecture Notes in Computer Science, 166–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46000-4_18.
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Martin, Jeremy, und Alex Wilson. „A Visual BSP Programming Environment for Distributed Computing“. In Lecture Notes in Computer Science, 15–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2000. http://dx.doi.org/10.1007/10720115_2.
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Ushakov, Igor, und Igor Velbitskiy. „Visual programming in R-technology: Concepts, systems and perspectives“. In Lecture Notes in Computer Science, 181–95. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/3-540-57433-6_48.
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Maubach, Joseph M., und Wienand Drenth. „Data- Flow Oriented Visual Programming Libraries for Scientific Computing“. In Lecture Notes in Computer Science, 429–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46043-8_43.
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Plauska, Ignas, und Robertas Damaševičius. „Design of Visual Language Syntax for Robot Programming Domain“. In Communications in Computer and Information Science, 297–309. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-41947-8_25.
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Broll, Brian, Akos Lédeczi, Peter Volgyesi, Janos Sallai, Miklos Maroti, Alexia Carrillo, Stephanie L. Weeden-Wright, Chris Vanags, Joshua D. Swartz und Melvin Lu. „A Visual Programming Environment for Learning Distributed Programming“. In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017741.
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Chen, Yinong, und Gennaro De Luca. „VIPLE: Visual IoT/Robotics Programming Language Environment for Computer Science Education“. In 2016 IEEE International Parallel and Distributed Processing Symposium: Workshops (IPDPSW). IEEE, 2016. http://dx.doi.org/10.1109/ipdpsw.2016.55.
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Jun, Liu, Zuo Wuheng und Liu Bangming. „The Visual Simulator for Assembly Language Programming“. In 2009 First International Workshop on Education Technology and Computer Science. IEEE, 2009. http://dx.doi.org/10.1109/etcs.2009.686.
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Tu, Pin-Ying, Woei-Kae Chen und Yu Chin Cheng. „A Visual Programming Language for Data Transformation“. In 2008 International Symposium on Computer Science and its Applications (CSA). IEEE, 2008. http://dx.doi.org/10.1109/csa.2008.58.
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Samarasekera, Nuwan. „Glutter - A Visual Programming Environment for Complex Event Processing“. In International Conference of Advanced Computer Science & Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2012. http://dx.doi.org/10.5121/csit.2012.2319.
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Oliveira, Nuno, Pedro Rangel Henriques, Daniela da Cruz und Maria Joao Varanda Pereira. „VisualLISA: Visual programming environment for attribute grammars specification“. In 2009 International Multiconference on Computer Science and Information Technology (IMCSIT). IEEE, 2009. http://dx.doi.org/10.1109/imcsit.2009.5352765.
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Chen, Quan Liang, Takao Shimomura und Kenji Ikeda. „Customizable Functional Web Components for Visual Web Programming“. In 2009 WRI World Congress on Computer Science and Information Engineering. IEEE, 2009. http://dx.doi.org/10.1109/csie.2009.203.
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Xiaoyun Ji. „The teaching method's discussion about Visual Basic Programming“. In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974804.
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Rahman, Farzana. „Leveraging Visual Programming Language and Collaborative Learning to Broaden Participation in Computer Science“. In SIGITE '18: The 19th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3241815.3242586.
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Berichte der Organisationen zum Thema "Visual programming (Computer science)":
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Anderson, Loren James, und Marion Kei Davis. Functional Programming in Computer Science. Office of Scientific and Technical Information (OSTI), Januar 2016. http://dx.doi.org/10.2172/1237221.
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Proskura, Svitlana L., und Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], Juli 2020. http://dx.doi.org/10.31812/123456789/3892.
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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Hlushak, Oksana M., Volodymyr V. Proshkin und Oksana S. Lytvyn. Using the e-learning course “Analytic Geometry” in the process of training students majoring in Computer Science and Information Technology. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3268.
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As a result of literature analysis the expediency of free access of bachelors majoring in Computer Sciences and Information Technologies to modern information educational resources, in particular, e-learning courses in the process of studying mathematical disciplines is substantiated. It was established that the e-learning course is a complex of teaching materials and educational services created for the organization of individual and group training using information and communication technologies. Based on the outlined possibilities of applying the e-learning course, as well as its didactic functions, the structure of the certified e-learning course “Analytic Geometry” based on the Moodle platform was developed and described. Features of application of cloud-oriented resources are considered: Desmos, Geogebra, Wolfram|Alpha, Sage in the study of the discipline “Analytic Geometry”. The results of the pedagogical experiment on the basis of Borys Grinchenko Kyiv University and A. S. Makarenko Sumy State Pedagogical University are presented. The experiment was conducted to verify the effectiveness of the implementation of the e-learning course “Analytic Geometry”. Using the Pearson criterion it is proved that there are significant differences in the level of mathematical preparation of experimental and control group of students. The prospect of further scientific research is outlined through the effectiveness of the use of e-learning courses for the improvement of additional professional competences of students majoring in Computer Sciences and Information Technologies (specialization “Programming”, “Internet of Things”).
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Tkachuk, Viktoriia V., Vadym P. Shchokin und Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2668.
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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.
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Markova, Oksana M., Serhiy O. Semerikov, Andrii M. Striuk, Hanna M. Shalatska, Pavlo P. Nechypurenko und Vitaliy V. Tron. Implementation of cloud service models in training of future information technology specialists. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3270.
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Leading research directions are defined on the basis of self-analysis of the study results on the use of cloud technologies in training by employees of joint research laboratory “Сloud technologies in education” of Kryvyi Rih National University and Institute of Information Technology and Learning Aids of the NAES of Ukraine in 2009-2018: cloud learning technologies, cloud technologies of blended learning, cloud-oriented learning environments, cloud-oriented methodological systems of training, the provision of cloud-based educational services. The ways of implementation SaaS, PaaS, IaaS cloud services models which are appropriate to use in the process of studying the academic disciplines of the cycles of mathematical, natural science and professional and practical training of future specialists in information technology are shown, based on the example of software engineering, computer science and computer engineering. The most significant advantages of using cloud technologies in training of future information technology specialists are definite, namely, the possibility of using modern parallel programming tools as the basis of cloud technologies. Conclusions are drawn; the direction of further research is indicated: designing a cloud-oriented learning environment for future specialists in computer engineering, identifying trends in the development of cloud technologies in the professional training and retraining of information technology specialists, developing a methodology for building the research competencies of future software engineering specialists by using cloud technologies.
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liu, cong, xing wang, rao chen und jie zhang. Meta-analyses of the Effects of Virtual Reality Training on Balance, Gross Motor Function and Daily Living Ability in Children with Cerebral Palsy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0137.
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Review question / Objective: Cerebral palsy (CP) is a non-progressive, persistent syndrome occurring in the brain of the fetus or infant[1]. The prevalence of CP is 0.2% worldwide, and the prevalence can increase to 20-30 times in preterm or low birth weight newborns. There are about 6 million children with CP in China, and the number is increasing at a rate of 45,000 per year. Virtual reality (VR) refers to a virtual environment that is generated by a computer and can be interacted with.VR can mobilize the visual, auditory, tactile and kinesthetic organs of CP, so that they can actively participate in the rehabilitation exercise. Information sources: Two researchers searched 5 databases, including Pubmed (N=82), Embase (N=191), The Cochrane Library (N=147), Web of Science (N=359) and CNKI (N=11).
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Modlo, Yevhenii O., Serhiy O. Semerikov, Pavlo P. Nechypurenko, Stanislav L. Bondarevskyi, Olena M. Bondarevska und Stanislav T. Tolmachev. The use of mobile Internet devices in the formation of ICT component of bachelors in electromechanics competency in modeling of technical objects. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3264.
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Computer simulation of technical objects and processes is one of the components of the system of professional training of a modern electromechanics engineer. It has been established that despite the fact that mobile Internet devices (MID) are actively used by electrical engineers, the methods of using them in the process of bachelor in electromechanics training is considered only in some domestic scientific studies. The article highlights the components of the methods of using MID in the formation of the ICT component of the competence of the bachelor in electromechanics in modeling of technical objects, providing for students to acquire basic knowledge in the field of Computer Science and modern ICT and skills to use programming systems, math packages, subroutine libraries, and the like. For processing tabular data, it is proposed to use various freely distributed tools that do not significantly differ in functionality, such as Google Sheets, Microsoft Excel, for processing text data – QuickEdit Text Editor, Google Docs, Microsoft Word. For 3D-modeling and viewing the design and technological documentation, the proposed comprehensive use of Autodesk tools in the training process.
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Balyk, Nadiia, Svitlana Leshchuk und Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], Februar 2020. http://dx.doi.org/10.31812/123456789/3741.
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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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Холошин, Ігор Віталійович, Ірина Миколаївна Варфоломєєва, Олена Вікторівна Ганчук, Ольга Володимирівна Бондаренко und Андрій Валерійович Пікільняк. Pedagogical techniques of Earth remote sensing data application into modern school practice. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3257.
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Abstract. The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
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Kholoshyn, Ihor V., Iryna M. Varfolomyeyeva, Olena V. Hanchuk, Olga V. Bondarenko und Andrey V. Pikilnyak. Pedagogical techniques of Earth remote sensing data application into modern school practice. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3262.
APA, Harvard, Vancouver, ISO und andere Zitierweisen
Annotation:
The article dwells upon the Earth remote sensing data as one of the basic directions of Geo-Information Science, a unique source of information on processes and phenomena occurring in almost all spheres of the Earth geographic shell (atmosphere, hydrosphere, lithosphere, etc.). The authors argue that the use of aerospace images by means of the information and communication technologies involvement in the learning process allows not only to increase the information context value of learning, but also contributes to the formation of students’ cognitive interest in such disciplines as geography, biology, history, physics, computer science, etc. It has been grounded that remote sensing data form students’ spatial, temporal and qualitative concepts, sensory support for the perception, knowledge and explanation of the specifics of objects and phenomena of geographical reality, which, in its turn, provides an increase in the level of educational achievements. The techniques of aerospace images application into the modern school practice have been analyzed and illustrated in the examples: from using them as visual aids, to realization of practical and research orientation of training on the basis of remote sensing data. Particular attention is paid to the practical component of the Earth remote sensing implementation into the modern school practice with the help of information and communication technologies.
