Journal articles on the topic 'Science – study and teaching – graphic methods'
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1
Gula, Ievgen, Oksana Maznichenko, Anastasiia Kutsenko, Alla Osadcha, and Nataliia Kravchenko. "Methods of Teaching Graphic Design in HEIs for Art." Journal of Curriculum and Teaching 12, no. 2 (March 18, 2023): 154. http://dx.doi.org/10.5430/jct.v12n2p154.
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Under the conditions of digitalization in technology and art, there is a sense of significant changes in visual creativity, where design projects are given not only new artistic expressiveness, but everything becomes an immeasurable resource base and source of inspiration for future graphic designers. This new reality encourages the permanent updating of approaches and the use of innovative methods of teaching graphic design in HEIs for art in the process of preparing for the professional activity of a future graphic designer. Therefore, a modern graphic designer, being the creator of a demanded graphic product that meets the requirements of business and clients, must have a sense of style, and artistic taste, track new trends in graphic design, be versed in styles, be creative, able to create original innovative design projects, have technical knowledge and computer programs, etc. The research aims to establish a pattern of promoting the use of differentiated methods of teaching graphic design in higher education institutions for art. The goal can be achieved by surveying higher education students on the Internet to determine the ability of HEIs for art to apply effective methods of teaching graphic design. Research methods: comparative analysis; systematization; generalization; survey. Results. The survey among higher education students found that online graphic design platforms such as Canva (98.3%), Pixlr (94.1%), Design Wizard (93.8%), Visme (92.4%), Snappa (89.8%), BeFunky (89.2%), etc. contribute to the formation of professional skills in the field of graphic design. It has been found that the following graphic design programs on PCs, namely Adobe Photoshop (95.5%), Affinity Designer (95.3%), Gravit Designer (91.5%), Adobe InDesign (89.9%), Adobe Illustrator (89.5%), best contribute to the formation of professional skills in future graphic designers. It has been determined that 3D graphic design programs such as Paint3D (91.9%), Autodesk Maya (89%), Sumo3D (87.9%), Blender (85.7%), Autodesk 3ds Max (83.3%), ZBrush (81.5%), etc. are the most conducive to the formation of professional skills. The study has revealed which methods of teaching graphic design in HEIs for art are used by teachers. These include innovative methods (91.8%), the method of graphic modeling (89.8%), the method of observation and independent reproduction of certain artistic images through graphic design (87.3%), the method of graphic illustration (86.2%), the method of projective and graphic form finding (81%), etc. It has been established that the successful implementation of differentiated methods of teaching graphic design in HEIs for art contributes to the formation of skills in using modern computer graphics programs to create design objects (91.2%), the ability to use basic skills in project graphics (89.3%), the ability to know color science to create a coloristic solution for a future design object (89%), etc.
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Tarkhan, Lenuza Zapaevna, Lenara Yusufovna Useinova, and Zera Ruslanovna Velilyaeva. "Organization of studying graphic direction subjects in the informational educational environment." KANT 42, no. 2 (March 15, 2022): 319–25. http://dx.doi.org/10.24923/2222-243x.2022-42.61.
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The purpose of the study is to reveal the peculiarities of studying graphic disciplines in the information environment. The article discusses the main ways of using system-aided design in the educational process. The difficulties encountered by students in the study of computer-aided design and graphic editors of vector graphics in a distance learning format and performing independent extracurricular work are noted. The scientific novelty lies in the description of the teaching methodology for working with computer-aided design systems for teachers of vocational training in the sewing profile in the context of distance learning. As a result, the methods of increasing the effectiveness of teaching in computer-aided design were revealed in the course of practical and laboratory work being taught.
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Lou, Mingying. "A Virtual Reality Teaching System for Graphic Design Course." International Journal of Emerging Technologies in Learning (iJET) 12, no. 09 (September 27, 2017): 117. http://dx.doi.org/10.3991/ijet.v12i09.7492.
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Graphic design is a comprehensive science integrating artistry, innovation and operability. Graphic design is not limited to print media any more, but starts to be combined with multi-dimensional design methods. The traditional dull duck-stuffing teaching method is not good for stimulating students’ enthusiasm for study, creativity and imagination, and cannot meet students’ learning need accordingly. Thus, we intend to combine painting-imitating teaching with virtual reality in the course of graphic design, with an aim to make up the deficiency of traditional teaching mode, stimulate students’ enthusiasm for study and learning motivation, arouse students’ imagination, creativity and sensibility, and improve students’ overall design capability. To check the effect of the combination of painting-imitating teaching and virtual reality in course teaching of graphic design, we carried out a case study of course teaching of graphic design. The results demonstrate that the class for which virtual reality teaching tools was adopted is significantly superior to the class for which the traditional teaching method was adopted in respect of the degree of proficiency of course teaching skills, special imagination, students’ concentration, and consolidation of knowledge after class, especially in respect of students’ concentration and special imagination. These findings indicate the combination of painting-imitating teaching and virtual reality is helpful to stimulate students’ learning initiative, enthusiasm for study, and learning interest, and greatly improve learning effect.
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Kachorsky, Dani, and Stephanie F. Reid. "Teaching with Comics for the First Time." Study & Scrutiny: Research on Young Adult Literature 5, no. 2 (July 1, 2022): 64–94. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.64-94.
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This research project examines the literacy practices that developed and were implemented around the comics medium when two secondary teachers (one AP Science and one AP English) used graphic novels for the first time in their classroom instruction. Drawing from the view of literacy as a social practice, the researchers used ethnographic methods to examine the two case study classrooms. Using constant comparative analysis and interpretive analysis, the researchers identified six literacy practices the teachers used to teach with and about the graphic novels including Q&A, lecture, answering multiple choice questions, reading out loud, writing about comics, and drawing comics.
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Пашкевич, Н. А., and Л. В. Туркина. "Epistemological aspects of teaching graphic disciplines using the example of descriptive geometry." Management of Education 14, no. 3-1(78) (March 15, 2024): 30–37. http://dx.doi.org/10.25726/r9518-1565-0466-x.
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Графика как наука – это обширная составляющая человеческой деятельности, зародившаяся в древнейшие времена и развивающаяся в соответствие с уровнем технического развития человеческой цивилизации. В процессе формирования графических знаний используются методы познания, такие как анализ и синтез, дедукция и индукция, моделирование и абстрагирование, классификация и формализация. Графика это – разнообразные изображения, предназначенные для различных целей. В результате развития технических графических изображений, человечество пришло к ортогональному проецированию, законы построения которого проанализированы в данной публикации с точки методов гносеологии. Законы построения ортогональных проекций, законы построения центральных проекций не изменяются при введении в современные реалии систем автоматизированного проектирования и требуют изучения и применения в практической инженерной деятельности. Рассмотрев темы «Эпюр точки» с точки зрения применения методов познания в процессе ее изучения можно сделать вывод, что методы познания применимы в процессе графической подготовки, но, как правило, остаются за рамками методической поддержки процесса обучения. Переход от изучения теории к применению на практике знаний обязательно включает в себя переработку информации методами анализа и синтеза, рассмотрение свойств объектов с применением методов дедукции и индукции, усиление наглядности методом моделирования и выделение существенных качеств объектов методом абстрагирования. Применение знаний в процессе решения графических практико-ориентированного содержания демонстрирует формирование необходимых в инженерной деятельности графических компетенций. Graphics as a science is a vast component of human activity, which originated in ancient times and is developing in accordance with the level of technical development of human civilization. In the process of forming graphic knowledge, methods of cognition are used, such as analysis and synthesis, deduction and induction, modeling and abstraction, classification and formalization. Graphics are a variety of images intended for different purposes. As a result of the development of technical graphic images, humanity has come to orthogonal projection, the construction laws of which are analyzed in this publication from the point of view of epistemological methods. The laws for constructing orthogonal projections and the laws for constructing central projections do not change when computer-aided design systems are introduced into modern realities and require study and application in practical engineering activities. Having examined the topics of “Point Diagram” from the point of view of applying cognitive methods in the process of studying it, we can conclude that cognitive methods are applicable in the process of graphic preparation, but, as a rule, remain outside the scope of methodological support of the learning process. The transition from the study of theory to the application of knowledge in practice necessarily includes the processing of information by methods of analysis and synthesis, consideration of the properties of objects using methods of deduction and induction, increased visibility by the method of modeling and the identification of essential qualities of objects by the method of abstraction. The application of knowledge in the process of solving graphic practice-oriented content demonstrates the formation of graphic competencies necessary in engineering activities.
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Clark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels." Social Studies Research and Practice 9, no. 3 (November 1, 2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.
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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
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Oliinyk, Viktoriia, and Arkadiy Boltenkov. "Ways to Improve the Assimilating Efficiency of the Graphic Editors’ Functionality (On the Materials of the Training Course on the Discipline "Computer Technologies in Design")." Demiurge: Ideas, Technologies, Perspectives of Design 4, no. 2 (December 13, 2021): 276–90. http://dx.doi.org/10.31866/2617-7951.4.2.2021.246853.
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The purpose of this research is to systematize and present the acquired in the process of personal teaching effective teaching methods and techniques, as well as meaningful conclusions in the context of the course “Computer Technology in Design” for its optimization. Research methodology. The research is based, first of all, on the author’s remarks and observations on the peculiarities of mastering by students of the speciality “Graphic Design and Advertising” of the Kyiv National University of Culture and Arts the functionality of graphic editors. That is, among the scientific methods in the preparation of the article were used methods of observation, experiment, comparison, classification, systematization, scientific analysis. Scientific novelty. The study has found that the current model of teaching computer science to designers focused on the study of graphic editors needs to be improved and updated in the context of current trends in computer design. Therefore, taking into account the existing shortcomings, it was proposed to optimize the training approach in four main positions:
study of digital art terminology;
working out of technical receptions;
combination of basic artistic principles with program functionality;
education of analytical qualities in students (graphic image analysis).
Thus, all volume of the tasks directed on working off of technical receptions in combination with basic art bases is classified into three categories according to their maintenance:
algorithmic tasks (the result is predicted);
creative tasks (the result is variable, unpredictable);
combined tasks (the result is variable).
The practical block of tasks for studying graphic editors Adobe Photoshop and Adobe Illustrator for 1–2 years students, successfully tested during the educational process during 2018–2021, is reflected in the table, and the relevant analytical conclusions are presented in the form of infographics. Conclusions. As it was proved in the course of the research, it is the accumulated teaching experience in the context of theoretical substantiation that can experimentally help to determine a quality educational model. As a result, it was possible to systematize the effective teaching methods and techniques acquired during personal teaching, to present a successfully tested set of tasks, as well as to formulate theses on optimizing the educational model in the context of the “Computer Technology in Design” course.
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M. Labajo, Jr, Cesario. "Utilization of the Modified Frayer Model and Semantic Map its Influence on Motivation Towards Science." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 1330–42. http://dx.doi.org/10.47772/ijriss.2024.803092s.
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This research study was conducted to examine the influence of utilization of the Modified Frayer Model and Semantic Map graphic organizers on the motivation towards Science of Grade 7 students in Sarangani Province, Philippines. The study included 100 students who were grade 7 students who participated in the study by joining the Science class and completing the online survey. To assess the influence of utilizing the Modified Frayer Model and Semantic Map graphic organizers on the motivation of the students toward Science subjects, the study utilized the survey questionnaire about motivation towards science and compared the motivation of the control and experimental groups before and after giving instructions conventional mode of teaching and utilization of Modified Frayer Model and Semantic Map graphic organizers, respectively. This study aims to describe the motivation towards Science of the subjects, find out the difference of the subject and the control group, examine the difference in the motivation towards Science of the subjects and Ascertain the difference in the motivation towards science of the subjects and the control group. The study utilized a quasi-experimental research design. Quasi-experimental research designs, like experimental designs, test causal hypotheses. This study used a quasi-experimental research design where two experimental subjects will be tested. The experimental subjects will be assessed on their Science 7 motivation through the utilization of the Modified Frayer Model and Semantic Map. Upon the analysis with the use of an independent sample t-test on the mean of the control group motivation toward science before and after receiving the conventional mode of teaching, it was discovered that the motivation of the subjects towards science insignificantly did not improve after receiving the conventional mode of teaching in Science. This seemed to suggest that the conventional way of teaching is not effective in improving student subject’s motivation toward science. Maybe because the traditional methods of teaching revolve around the lecture. In this case, the teacher is dominant and plays the role of a knowledge transmitter while students are passive. This probably quickly makes one lose interest. As the students do not actively put together their understanding, they may fail to interact and therefore undergo no hands-on experience. Furthermore, this study recommends, to utilize the Modified Frayer Model and semantic map teaching techniques in promoting the adoption of an active learning strategy and enhancing student engagement and motivation in science. Students can easily grasp and apply the various scientific principles by using these visual aids. This helps positive and constructive critique to improve student’s understanding and critical capacities that improve their motivation. This can be achieved regularly through assessments, individual feedback, and an opportunity for self–reflection on the part of students.
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Jie, Liu, Thapana Choicharoen, and Suwana Juithong. "Effect of Learning Management Using Project-Based Learning on Graphic Design Ability of Sophomore Students at Suzhou Institute of Art and Design, the People's Republic of China." International Journal of Sociologies and Anthropologies Science Reviews 3, no. 6 (November 17, 2023): 275–80. http://dx.doi.org/10.60027/ijsasr.2023.3476.
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Background and Aim: The twenty-first Century is the digital era, with the rapid development of science and technology. Schools and all levels of educational institutes, as places that educate theoretical knowledge to students and develop their practical ability revising the plan and supplementing the teaching materials include developing teaching and learning strategies to promote student abilities and 21st-century skills. The current situation in many art and design institutes are quality of learning and teaching especially strategies to improve the design ability of students according to the trend of graphic design at the global level. Graphic design ability is one of the major abilities of a student who studies in the field of fine and applied art previous educators researched and reported that Learning Management Using Project-Based Learning (PBL) combines curriculum with practice to improve students' initiative, stimulate students' flexible use of knowledge to solve practical problems, and can support the student to develop ability skill and competency. This research aim is composed of 1) to study students' Graphic Design Ability after Learning Management Using project-based learning (PBL) and 2) To assess Students' Satisfaction with Learning Management Using project-based learning (PBL). Materials and Methods: Instruments were (1) an Instrument for the experiment a Lesson plan: 5 lesson plans each lesson plan for 3 hours, 15 hours in total, (2) an Instrument for collecting data composed of: 1) Graphic design ability evaluation form 2) Student satisfaction questionnaire. Methods were (1) The samples were Learned toward learning management using project-based learning. (2) After the samples learned about learning management using project-based learning. The samples were evaluated for Graphic Design Ability by evaluation and student satisfaction through a satisfaction questionnaire. Results: Found that: (1) After learning management using project-based learning, students’ Graphic Design Ability was which was statistically higher than the determined criterion set 70%. (2) After learning management using project-based learning students’ satisfaction with Learning Management Using project-based learning was high level. Conclusion: After learning management using project-based learning, students’ Graphic Design Ability of student statistically higher than the determined criterion set of 70%. and students’ satisfaction with learning management using project-based learning was high level.
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Kozlova, I., R. Slavin, and Boris Slavin. "Graphic Disciplines and Informatization of Engineering Education." Geometry & Graphics 10, no. 4 (March 13, 2023): 35–45. http://dx.doi.org/10.12737/2308-4898-2022-10-4-35-45.
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The development of information technology has given a significant impetus and progress both for various industries and life, as well as for education. The national program "Digital Economy of the Russian Federation" provides for ensuring the introduction of digital technologies in the economy and social sphere, and is associated with the National Project "Education (2019-2024)", which includes the Federal Project "Digital Educational Environment" based on the introduction of the target model of modern digital technologies into educational programs. Innovative methods and forms of training create a strategy for the professional training of specialists, and computer visibility of the forms of the part gives an idea of the assembly technology, allows you to perform competent drawings. The purpose of the study is to analyze the methods of solving the problems of descriptive geometry and engineering graphics together with the use of methods of surface formation by geometric methods, as well as on the basis of basic CAD operations COMPASS-3D.
In modern high school, in most cases, drawing is not studied, or only the most general concepts and definitions are studied. The existing course of school computer science deals only with general issues and practically does not give skills in drawing and modeling. As a result, applicants for the most part come to a technical university unprepared for the normal perception of geometric and graphic disciplines. In this regard, two priority tasks of further informatization of engineering education at the technical university have been formulated. On the one hand, this is the improvement of the methodology for teaching geometro-graphic disciplines, including in distance learning. On the other hand, it is the involvement of schoolchildren in various Olympiads and competitions held on the basis of technical universities to develop the initial skills of drawing and modeling simple objects.
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Zhylenko, T., N. Martynova, and E. Kotuch. "Methodical solutions for improving the effectiveness of studying mathematical disciplines by students of cyber security and computer sciences." New Collegium 1, no. 110 (March 28, 2023): 98–104. http://dx.doi.org/10.30837/nc.2023.1-2.98.
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The paper considers the influence of graphic methods of summarizing on the effectiveness of teaching mathematical disciplines. Emphasis is placed on the works of modern specialists in this field. The main points of traditional note-taking, its style, form, structure are analyzed, as well as the shortcomings and influence on the perception and assimilation of the material. The essence of various methods of modern graphic note-taking: scribing and sketch noting, their main components, which influence the improvement of memorization of new information, are revealed. Examples of the introduction of graphic note-taking in the course of mathematics during the study of elements of linear algebra and analytical geometry, namely: curves and surfaces in space, material on the theory of matrices and determinants, systems of linear algebraic equations, its effectiveness in the perception and assimilation of the material, are demonstrated. The given examples clearly show the difference between scribing and sketchouting. A fragment of the survey of students majoring in cyber security and computer science was demonstrated. Its analysis was carried out and positive and negative responses were presented both graphically and in percentages, survey questions were given. A conclusion was made regarding the importance of implementing modern note-taking methods in the study of mathematical disciplines. The opinion of modern participants in the educational process is considered when planning the educational trajectory in the future.
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Hsu, Hsiu-Hui. "How Facial Symmetry Influences the Learning Effectiveness of Computer Graphic Design in Makeup Design." Symmetry 14, no. 10 (September 22, 2022): 1982. http://dx.doi.org/10.3390/sym14101982.
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This study explored the learning effectiveness of drawing makeup designs by computer graphic design and compared the learning differences between traditional hand-drawn and computer-assisted teaching in cosmetology students at universities. The statistical analysis methods of factor analysis, descriptive statistical analysis, and paired sample t-test are used to analyze the difference in students’ learning attitudes before and after the course. It also explored students’ learning effectiveness. The subjects were 55 students from a cosmetology department of a university in Taiwan. The results showed that using a computer tool to create makeup designs improved the overall student learning effectiveness and effectively promoted students’ interest in learning. Moreover, through focus group interviews, changes in the learning effectiveness that were brought about by the use of computer graphic design tools were obtained. Among them, the mirror function could best meet the needs of students for makeup symmetry and design drawing speed and improve their satisfaction with computer graphic makeup. The results of this study are improving the learning effectiveness, maintaining a positive attitude and increasing willingness to learn, and the systematization and digitization of makeup design, and the results could promote teachers to obtain more efficient teaching quality, improve students’ professional skills, and result in better learning results.
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Ищенко and A. Ishchenko. "To the question about the necessity of descriptive geometry and graphics teaching for chemists and chemistry technologists." Geometry & Graphics 1, no. 2 (July 25, 2013): 6–7. http://dx.doi.org/10.12737/776.
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The vital necessity of descriptive geometry and graphic study by students which are training in the specialties of chemist and chemistry technologist is shown. It is concluded that any engineering and scientific creativity in modern chemistry as the science of materials, structural chemistry and chemical dynamics of molecular systems’ interaction process is impossible without the foundations of descriptive geometry, which forms and develops the human spatial thinking. The discovery of conformational transitions in molecules and, in the future, conformational analysis, has predetermined the broad use of descriptive geometry methods in the chemical science. The modern chemistry’s state analysis is leading to conclusion that at present time the descriptive geometry is needed in the educational program of modern chemist and chemistry technologist.
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Lopukhova, Svitlana. "Drawing and Painting for Future Graphic Designers in the Conditions of Distance Learning." Demiurge: Ideas, Technologies, Perspectives of Design 4, no. 2 (December 13, 2021): 265–75. http://dx.doi.org/10.31866/2617-7951.4.2.2021.246851.
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Strict quarantine restrictions related to the Covid-19 pandemic have significantly changed the social reality. The pandemic has become a catalyst for a significant number of processes that have affected all areas of human activity, including education. The learning process in the extreme mode was transferred into a distance format, which, on the one hand, was a better solution than its termination. On the other hand, a sharp change in the format of education has particularly affected practice-oriented and creative disciplines. The advantages and disadvantages of this approach are considered in this article on the example of the discipline "Drawing and Painting", by observing the results of its teaching in the online format. The purpose of the study is to identify ways to adapt the methodology of teaching the discipline "Drawing and Painting" to the conditions of quarantine, to identify opportunities for new educational and communication online platforms in the art process, while not losing the classic tradition of mastering the basics of visual literacy. When students have direct contact with the teacher. Research methodology. The author, based on their own practical experience of a professional artist, analyzes the advantages and disadvantages of online learning and determines the direction of solving problems identified in the implementation of the discipline program “Drawing and Painting” in a distance format. The scientific novelty of research lies in the following aspects: expansion of ideas about the peculiarities of teaching art disciplines in the extreme mode of the pandemic, identifying the specifics of transferring traditional teaching methods to distance learning platforms, new structuring of the curriculum "Drawing and Painting". Conclusions. It is proved that distance technologies cannot replace all other methods and types of teaching in the discipline "Drawing and Painting" and should be considered only as an effective addition to traditional methods. We conclude that the main part of practical classes, where an important task is the formation of students’ motivation, professional values and independent non-stereotypical thinking, cannot be carried out without live communication between teacher and student.
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Пригодій, Микола. "РОЗВИТОК КОМПЕТЕНТНОСТІ З ВЕБ-ДИЗАЙНУ ПЕДАГОГІЧНИХ ПРАЦІВНИКІВ ЗАКЛАДІВ ПРОФЕСІЙНОЇ (ПРОФЕСІЙНО-ТЕХНІЧНОЇ) ОСВІТИ." Professional Pedagogics 2, no. 27 (December 27, 2023): 183–94. http://dx.doi.org/10.32835/2707-3092.2023.27.183-194.
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Relevance: in modern conditions, teachers are actively involved in the creation of electronic textbooks, interactive notebooks, various forms and test tasks, etc. All this means developing and designing objects of the Internet information environment from the standpoint of user-friendliness and meeting the user's aesthetic needs. The web design competence development of teaching staff at vocational education institutions is an urgent need in the context of digitalisation of education. Aim: defining the structure of competence in web design for teaching staff of vocational education institutions and substantiating the methodology for its development. Methods: analysis and synthesis – to determine the development state of the problem under study and the list of competence in web design of teaching staff; generalization – to formulate conclusions and recommendations for the web design competence development of teaching staff at vocational education institutions; diagnostic (testing, conversation) – to find out the level of competence in web design of teaching staff. Results: it was found that more than 17% of teachers design and create websites and web pages that combine text with sounds, pictures, graphics and video; 5-7% use various graphic editors and image processing services; about 80 % of respondents carry out independent design development of electronic publications (a product containing information in electronic form); less than 6 % of respondents indicated that there is a unified approach to the design of educational materials on hard copy and for posting on the Internet. The structure of competence in web design for teaching staff of vocational education institutions consists of technical skills (basics of composition, typography, colour science, graphic design, design software, user interface (UI), user experience (UX), responsive design) and soft skills (project management, time management, copywriting, web design awareness, creative thinking, critical thinking, attention to detail, communication, self-reflection). To assess this competence, four levels (initial, low, medium, high) have been developed, taking into account the indicators of motivational, cognitive, activity and reflective criteria. Taking into account the specifics of the teaching staff activities at vocational education institutions, a methodology for their design education has been developed, which is aimed at developing competence in web design and includes seven stages. Conclusions: Teaching staff of vocational education institutions are involved in the development of e-learning content, but have a low level of competence in web design. The web design competence of a teaching staff member of a vocational education institution is a combination of knowledge, skills and attitudes to web design technologies to create educational content for performing tasks, solving problems, communicating, managing information, working together in the information and educational environment of a vocational education institution, doing it effectively, appropriately, safely, critically, creatively, independently and ethically. At the same time, the teacher does not have to be a web designer, he/she uses the tools and ready-made algorithms of the services he/she works with, the basis of his/her training in this field is graphic design, typography, copywriting, etc. for the effective presentation of electronic content.
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Lisova, Kateryna, and Iryna Kalinovska. "Application of training systems in obstetrics and gynecology teaching." Current issues of social sciences and history of medicine, no. 2 (August 14, 2023): 63–65. http://dx.doi.org/10.24061/2411-6181.2.2022.354.
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The article proposes an educational method that allows you to activate the learning process to improve the practical skills of interns at preclinical students with the help of dummies, what form the current use of study. Our department has some dummies with the topography of the pelvic cavity, which allows you to study the structure of the female pelvis and the peculiarities of the passage of the fetal head through the pelvic plane to help future specialists master when assisting the birth of a child, such as applying a vacuum extractor to the fetal head and obstetric forceps, what provides the source base for this article. At the same time, intern doctors have a unique opportunity to provide emergency care during childbirth and correctly provide classic obstetric assistance during childbirth, in particular, removal of the fetal head and providing classic manual assistance during the birth of the fetus in the breech presentation according to Tsovyanov 1-2. The interactivity of the learning process allows the intern, taking into account feedback, to study the material in a dynamic presentation of textual and graphic materials that is comfortable for him, as well as to consolidate the educational topic on a real-life model. The novelty of the study. Using the technology of standard and graphic hyperlinks in combination with interactive scenarios allows you to increase the didactic value of educational materials and interest the modern intern doctor. At the initial stages of training (the first two classes), interns are shown interactive techniques, and then they form tactile memory in the scope of the skills of examining a sick or pregnant woman using instrumental methods. In the following classes, the algorithm of the manipulations performed in the pathology of the vagina and female genital organs is learned and consolidated by using an educational dummy. Conclusions. The program provides for consistent training of interns using new computer technologies and also provides an opportunity for continuous training of doctors in practical skills on dummies. To provide interns with material for self-training, educational test manuals have been developed that allow them to master basic medical manipulations in obstetrics and gynecology, as well as to study various aspects of the work of a gynecologist with a patient. In addition, the original training systems allow objective control of the quality of interns' assimilation of the theoretical foundations of obstetrics and gynecology thanks to a specially developed interactive teaching method using a study guide. The proposed training methods for teaching interns allow to activate the learning process and increase the level of mastery of practical skills at the pre-clinical stage when using dummies.
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Steinberg, V. E., N. N. Manko, L. V. Vakhidova, and D. R. Fatkhulova. "Visual didactic regulators as instruments of learning activity: Development and applied aspects." Education and science journal 23, no. 6 (June 18, 2021): 126–52. http://dx.doi.org/10.17853/1994-5639-2021-6-126-52.
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Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.
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Maksymliuk, Iryna. "Svitlana Povshyk: Artist, Designer, Teacher." Bulletin of Lviv National Academy of Arts 49, no. 49 (December 25, 2022): 54–63. http://dx.doi.org/10.37131/2524-0943-2022-49-5.
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The main objective of the study is to analyze Svitlana Povshyk’s main artistic and professional achievements, reveal the specifics of her creative and pedagogical methods. The article outlines the artist’s individual creative style; the means of artistic expression, technical-technological, stylistic features, plot-thematic focus of her graphic works are analyzed. The designer's project activities include the stage costumes development, design and manufacture of clothing for employees of public catering and household services. Based on Svitlana Povshyk's long-term experience and results of pedagogical work at the Department of Design and Theory of Art of Vasyl Stefanyk PreCarpathian National University, the specifics of her pedagogical methods have been revealed, pedagogical methods that influence the formation of the competence of to-be fashion designers have been identified. Methodology. The following research methods are used in the article: biographical, descriptive, interview method, artistic analysis. Results/findings and conclusions. Svitlana Povshyk’s graphics demonstrates consummate mastery of composition, original textural solutions, the use of various artistic techniques, metaphoricalness, experimentation, emotionality of images. Svitlana Povshyk turns to the authentic Ukrainian theme, successfully interpreting it, giving it a modern sound, which can be traced both in graphic letters and in design projects. The specifics of Svitlana Povshyk’s pedagogical method is based on the principles of consistency and sequence of solving project tasks, conceptual methods, understanding of the traditions of national and world culture, it is characterized by innovation, thorough methodical studies in special disciplines, constant improvement of educational programs, partnership cooperation between teacher and student. Significance for the industry, science, country. S. Povshyk’s creative method was formed under the influence of the Lviv art school and it is characterized by a synthesis of artistic, project and pedagogical activities. When creating sketches of stage costumes on the basis of national principles, the designer gives special importance to the study of the features of the folk costume, she considers it as a phenomenon of the spiritual and material culture of the people. Thanks to the high professional level and the use of innovative teaching methods, Svitlana Povshyk contributes not only to the development and growth of the artistic quality of design education in Ivano-Frankivsk region, but also to the formation of the creative personality of the to-be fashion designer.
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Khasna, Fenny Tanalinal, and Nuriyah Nuriyah. "Validity Analysis of the OIPE Model Teaching Materials with Experimental Methods to Train Critical Thinking Skills of Elementary School Students." Jurnal Penelitian Pendidikan IPA 9, no. 5 (May 31, 2023): 3883–89. http://dx.doi.org/10.29303/jppipa.v9i5.3525.
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This research was conducted with the aim of obtaining experimental method-oriented OIPE science teaching materials that were suitable to be used to train critical thinking skills and science process skills for elementary school students. The research method used in this study refers to the 4-D development model. The results showed that the results of the development of teaching materials were feasible to be used in elementary school science learning with the following results: the syllabus got a score of 3.7 (very valid), lesson plans got a score of 3.8 (very valid). Validation of teaching materials on the feasibility aspect of content gets a score of 3.8 (very valid), the aspect of presentation feasibility gets a score of 3.7 (very valid), the feasibility aspect of language according to BSNP gets a score of 3.6 (very valid), the aspect of assessing teaching materials with the experimental method-oriented OIPE model gets a score 3.8 (very valid), the feasibility aspect of graphics gets a score of 3.8 (very valid), critical thinking test questions get a score of 3.52 (valid). From the validation results, it can be concluded that the teaching materials to be developed are very suitable for use in elementary school science learning
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Hsu, Hsiu-Hui, Chih-Fu Wu, Wei-Jen Cho, and Shih-Bin Wang. "Applying Computer Graphic Design Software in a Computer-Assisted Instruction Teaching Model of Makeup Design." Symmetry 13, no. 4 (April 12, 2021): 654. http://dx.doi.org/10.3390/sym13040654.
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Methods for teaching contemporary makeup design involve drawing on paper, which requires considerable time and is difficult to edit. To change the makeup color, one must redraw their entire makeup design again, which is both inefficient and not environmentally friendly. Furthermore, design drawings are difficult to preserve. However, computer graphic design has not been used in the teaching of makeup design drawing; instead, learners rely on knowledge from professors and the experience they accumulate through practicing drawing on paper. Computer graphic design software allows users to experiment with various color designs, lines, and shading options before finalizing their makeup design. Thus, this study sought to employ such technology to improve upon conventional hand drawing practice techniques. The experiment was divided into a preliminary experiment and main experiment, where a two-stage questionnaire was conducted. In the preliminary experiment, the researchers compared the time required to complete the hand-drawn and computer-drawn makeup designs. The results revealed that the hand-drawn designs required almost double time than computer-drawn designs to complete. Additionally, time-lapse photography was taken during the computer drawing process; the photos were used to explain—to participants in a digital drawing group in the main experiment—the digital drawing makeup design procedures and the required operation time. The first stage of the main experiment comprised a brush selection experiment. The participants, 39 students from a cosmetology department, completed a Likert-scale questionnaire. They also performed item analysis to discuss and select drawing tools from a graphic design software, which met the requirements for makeup design pertaining to the eyebrow, eyeshadow, eyeliner, blush, nose contour, and lips. The software allowed the students to experiment with different colors in their design and immediately displays the results. In the second stage, an experiment on optimizing brush arrangements was performed by 10 experts, all of whom were teachers from the department of cosmetology, had at least 5 years of teaching experience, and had obtained a Level B (advanced level) Beauty Technician Certificate. Data from a Likert-scale questionnaire were analyzed and narrative analysis was conducted to determine the rating and evaluation priorities for standards pertaining to the eyebrows, eyeshadow, eyeliners, blush, nose contour, and lips. The requirement for design symmetry was achieved by using the mirror function of the software. This function was useful: it enabled students to complete their makeup design in approximately half the time. This study transformed the conventional learning method through interdisciplinary integration, established novel and innovative teaching models, and provides crucial insights into future research on improving teaching practice.
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Zhu, M. Y. "Exploration and Practice of Electronic, Networked and Intelligent Methods for Basic Medical Science Education to Develop Pathology Interest." American Journal of Clinical Pathology 158, Supplement_1 (November 1, 2022): S117—S118. http://dx.doi.org/10.1093/ajcp/aqac126.249.
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Abstract Introduction/Objective In response to the sudden COVID-19 pandemic, the Chinese government has restricted student visas for international students as part of an emergency "zero COVID" plan. As a result of these border closures, most international students enrolled in Chinese medical universities have not returned to campus for more than 2.5 years and have continued their medical education online. Basic medical science study has continued relatively smoothly compared to clinical apprenticeships, which focus more on clinical traineeship and practice. How to turn the crisis caused by the pandemic into an opportunity to improve the level of basic medical science education and level of pathology interest in our school is the topic explored in this paper. Methods/Case Report The methods proposed in this study include the intelligence of artificial intelligence technology and adaptive teaching tools for teaching students in accordance with their aptitude, interactive microscopic slides and gross pathology recognition methods based on computer graphics technology, and Internet-based group learning and large group discussions. All the advantages of traditional classroom teaching are therefore included and some overcome the shortcomings of traditional classroom teaching. Results (if a Case Study enter NA) Grades in 2019-2020 school year basic medical science courses were obtained. In this school year, the first semester was traditional education on campus and the second semester was online using the method described in this paper. Second semester grades were 17.2% higher than the first. USMLE Step 1 performance was another measured outcome because it focuses on basic science and pathology. A good outcome on this exam was obtained and the teaching method proposed in this paper is verified. Conclusion The author is preparing to expand the sample size to further verify, improve, and perfect the method proposed in this paper, so as to promote the depth and breadth of basic medical education and continuing success from education into success in pathology careers.
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Rylova, O. G. "Features of training 3d computer modeling and visualization of future teachers of informatics." «System analysis and applied information science», no. 4 (February 6, 2019): 83–88. http://dx.doi.org/10.21122/2309-4923-2018-4-83-88.
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The cognitive, developing, illustrative potential of three-dimensional computer graphics actualizes the training of future teachers in its technologies. The future teacher of computer science should be able to develop three-dimensional models and animations of the studied objects (phenomena and processes) in computer science, physics, mathematics and other academic disciplines, create copyright electronic educational resources with three-dimensional illustrations, apply augmented reality and 3D printing in professional activities.The article describes the features of teaching three-dimensional computer modeling and visualization of future informatics teachers, identified on the basis of an analysis of the training system for students studying in specialty 1–02 05 02 Physics and Informatics at the Maxim Tank Belarusian State Pedagogical University.The main directions for improving the learning process of three-dimensional computer graphics of future informatics teachers are indicated. Questions on three-dimensional computer modeling and visualization will pass through the content line through the content of six academic disciplines («Computer graphics and multimedia», «Computational methods and computer modeling», «Programming Technologies and Algorithmization Methods», «Information Technologies in Education», «Methods teaching informatics» and «Architecture and software of computer systems»). This will ensure consistency in the introduction and study of concepts, the choice of forms and methods of teaching, the development of teaching and methodical support. For the implementation of interdisciplinarity, it is proposed to carry out practice-oriented interdisciplinary educational projects in the framework of the study of academic disciplines in three subject areas «Computer Science», «Physics» and «Mathematics». The development of a methodical system of interdisciplinary education will ensure the formation of readiness to teach three-dimensional graphics at the stage of general secondary education and to realize its didactic possibilities in organizing educational and research activities of students.
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Osadcha, Kateryna P., and Hanna Yu Chemerys. "ФОРМУВАННЯ ГРАФІЧНОЇ КОМПЕТЕНТНОСТІ БАКАЛАВРІВ КОМП'ЮТЕРНИХ НАУК У ПРОЦЕСІ НАВЧАННЯ ПРОТОТИПУВАННЯ ПРОГРАМНИХ ІНТЕРФЕЙСІВ." Information Technologies and Learning Tools 67, no. 5 (October 30, 2018): 104. http://dx.doi.org/10.33407/itlt.v67i5.2275.
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The article deals with some aspects of the process of forming the future computer science bachelor's graphic competency at the stage of user's interface prototyping in the course of software development. The modern situation has been studied and the urgency of the stage of user's interface prototyping as a mediator in the man-machine coordination during the process of software development is proved. The Conceptual set in the sphere of prototyping is examined, namely — the concepts of wireframe, prototype and mockup. The factors of projects successfulness, the problems in the coordination of the project participants and the methods of their overcoming are being considered. The comparison of the essence and the analysis and the main methods of prototyping and correlating their value during the software development are given. The comparative analysis of the software and on-line resources for prototyping according to the detalization degree and taking into account the basic characteristics of a means, types and stages of prototyping, portability and using the means is carried out. The necessary base of knowledge, skills and knacks, forming during the study of such disciplines as “Computer Graphics” and “The Essential of Computer Design”, as well as essentials of composition, colour theory, ergonomics and typography is determined. The necessity of both the student's mastering an amount of theoretical knowledge and its successful using in his practical activity is stressed. The results of the research can be a substratum for improving the content of the educational and methodical complex in the discipline “Software Projecting” for computer science bachelors by means of introducing the teaching of prototyping from the low-fidelity to high fidelity detalization. The influence of user's interface prototyping on the formation of the future computer science bachelor's professional qualities is determined.
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Vaseva, E. S., and A. A. Baskakova. "Possibility of developing communicative universal learning actions of students at the informatics lessons while studying the theme "The processing of graphic information"." Informatics in school, no. 4 (October 6, 2023): 50–57. http://dx.doi.org/10.32517/2221-1993-2023-22-4-50-57.
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The development of communicative universal learning actions in students is an urgent task of education in secondary school. An important conditions for the development of communicative universal learning actions are the creation of situations of educational cooperation and the organization of teamwork. The academic subject "Informatics" and the theme "Processing of graphical information" make it possible to create conditions for organizing team work among students. In the process of studying the topic, it is possible to organize teamwork of schoolchildren to search and present information, create a set of visual materials on various themes, work in cloud services with the same graphic file, distribute and solve problems when creating comics, etc. The article suggests methodological recommendations for organizing teamwork when teaching the theme "The processing of graphic information" to seventh grade students. Recommendations include setting tasks, justifying the forms and methods of teamwork, determining the type and scope of work, describing the optimal composition of participants, the necessary resources, and a system for evaluating the results obtained. It is concluded that it is advisable to systematically or with some frequency use the organization of teamwork when schoolchildren study other topics in the subject "Informatics".
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Florungco, Jastine Kent, and Dennis Caballes. "Evaluating Non-STEM Students’ understanding of Evolution: Basis for designing Pedagogical Intervention." International Journal of Asian Education 2, no. 4 (December 21, 2021): 498–505. http://dx.doi.org/10.46966/ijae.v2i4.221.
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Teaching human evolution, for it to yield fruitful results, should be initialized by understanding the perspective of the learners. This study was conducted to aid in achieving that objective, and also to provide ways for educators to come up with strategies that can be perceived and appreciated by learners, particularly those who are not inclined with science. The majority of the respondents are believers in the theory of human evolution. Most of the respondents expressed their belief that modern humans are successors of ape-like organisms. The majority of the same set of informants mentioned their need for clarity about the stages that humans underwent during the course of history, while almost all of those respondents stated that the utilization of various graphic materials to elucidate these evolutionary concepts. It was recommended that educators engage in learning methods that call the attention and those that can be easily understood by the students
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Petrova, S. M. "The place of the digital «ecumene» in the system of teaching the Russian language to foreigners at neFU." Vestnik of North-Eastern Federal University. Pedagogics. Psychology. Philosophy, no. 3 (October 4, 2023): 43–50. http://dx.doi.org/10.25587/2587-5604-2023-3-43-50.
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The article analyzes new trends in the development of modern Russian studies related to the search by methodologists for effective forms and means of teaching the Russian language to foreigners. The ways and techniques of developing modern scientific thinking for the practical study of the Russian language by foreigners are explored; attention is drawn to the creation of a new vector of methods for teaching the Russian language to foreigners, associated with the democratization of language norms; talks about the role of digital technologies in philological education and new directions of disciplinary science – digital humanities and its sections such as “corpus technologies in philology”, “big data in philology”, “corpus linguistics”, “national corpus of the Russian language”; the role of literature in the system of teaching the Russian language to foreigners using end-to-end digital technologies is pointed out, the ideas of creating a new teaching model related to the education of a citizen of the world, a bearer of ethnic consciousness and mentality are considered, the idea of the pedagogical value of cybertext as a new type of educational text is put forward. The article reveals the concept of “digital ecumene” in relation to the methodology of teaching RFL at NEFU, indicates its role and place in the system of teaching Russian to foreigners; the author’s method of teaching Russian to foreigners is shown using practice-oriented traditions of semiotics, mnemonics, ergonomics, in the system of graphic-semiotic analysis of a work of art. The use of this methodology will help make the educational process more intensive, will contribute to the activation of cognitive and mental activity, the formation of an understanding of professional competencies, and the expansion and deepening of students’ information culture.
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Inna, Kozinets, and Trofymova Olena. "EFFICIENCY OF THE EXPLANATORY AND ILLUSTRATIVE METHOD IN THE COURSE OF TEACHING THERMODYNAMICS WITHIN THE CURRICULUM OF THE TRAINING OF BACHELORS MAJORING IN 184 MINING." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (June 15, 2023): 34–42. http://dx.doi.org/10.32342/2522-4115-2023-1-25-4.
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The article examines the explanatory and illustrative method during teaching the academic discipline “Thermodynamics” to higher education institutions students. It is known that the effectiveness of training depends on the teacher’s ability to choose a training method in certain conditions for a specific lesson. The main attention is paid to the aspect of the relevance and effectiveness of the explanatory and illustrative teaching method in modern education, as the scope and possibilities of displaying thermodynamic concepts, processes, methods of thermodynamic analysis have expanded. The explanatory and illustrative teaching method is supposed to ensure students’ understanding of the educational material. Understanding is not just a result, but a process when the learner perceives the connection between the unknown and the known, combines an unknown concept with an already known one, and can compare the unknown with the known. The features and characteristics of the explanatory and illustrative teaching method are analyzed. The advantages of the specified method during the presentation of a large amount of educational material, structuring of information and outlining the connection between the concepts of the discipline “Thermodynamics” are considered. Tables and diagrams, graphs and schemes are an integral part of studying the discipline “Thermodynamics”. It is with the help of them that you can quickly learn the laws of thermodynamic processes of ideal and real gases, cycles of steam power plants, internal combustion engines, and gas turbine plants. Examples of graphic and schematic presentations of some concepts of thermodynamics are considered, which clearly reflect the relationship between new concepts and previously considered ones, and allow mathematical dependencies to be presented schematically or graphically. Graphic display of concepts allows the student to create a set of knowledge on the use of different parameters. The list of the main diagrams used by students in solving applied problems of energy conversion, in particular in thermal energy systems and installations of mining enterprises, is given. The importance of the simultaneous combination of oral explanation with illustrations, schemes, diagrams when teaching the educational discipline «Thermodynamics» is noted. It is determined that if the student gives his examples that illustrate the content of the topic, or can transform the verbal presentation of the material into tabular or graphic form, in the form of formulas, then a conclusion can be drawn about students’ understanding of the material. Learning the discipline consists of a sequence of generation of separate concepts, concepts of a defined topic, and then during the further study of «Thermodynamics» a system of concepts is formed. The key to the success of the formation of concepts is whether the connection between the explanatory concept of the discipline and others, which were previously studied by students, is realized. It was determined that the explanatory and illustrative teaching method is convenient when it is necessary to convey a large amount of educational material in a short period of time. Its use is justified while learning fixed concepts, facts, and laws. It is concluded that in lectures on the discipline «Thermodynamics» it is the explanatory material that plays an important role, since «Thermodynamics» is the foundation of many special disciplines in the future.
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Agbapuonwu, Noreen, Jovita Ochi, and Ngozi Makata. "Association between Type of School, Level of Study and Learning Preferences of Nursing Students in Schools of Nursing in Anambra State, Nigeria." Journal of Advances in Medical and Pharmaceutical Sciences 25, no. 7 (August 25, 2023): 35–42. http://dx.doi.org/10.9734/jamps/2023/v25i7629.
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Learning preference in this study is the way student nurses in Anambra State Schools of Nursing prefer to learn with their sensory modalities. Visual is preference for graphic information, Aural is for information that is heard, Read/Write preference refers to information that is displayed as words while Kineasthetic preference is linked to the use of experience or practice. These preferences are important in the learning of the students. The study assessed the association between type of school, level of study and learning preferences among nursing students in Schools of Nursing in Anambra state. In this study, descriptive cross-sectional survey was used. About 342 respondents whom were selected by Random Sampling Technique. Instrument used for online data collection was Visual, Aural, Read/Write, Kineasthetic questionnaire version 8.01 and the researcher’s demographic questionnaire. The respondents filled the questionnaire online based on their levels of study. Data were analyzed using Visual, Aural, Read/Write, Kineasthetic standard algorithm, Statistical Package for the Social Sciences version 25. Descriptive statistics was presented in frequency tables and percentages. Chi-square was used to test the hypotheses at p-value < 0.05 significance level. Findings showed that type of school had significant association χ2=37.95; p<0.001with learning preferences of the students while level of study had no significant association χ2=7.33; p=0.12 with their learning preferences. Assessing the learning preferences of the students has been able to bring about a great value in the training of nurses. The knowledge most likely will help educators to formulate a good teaching methods that will be based on learning preferences; the use of diverse teaching methods that address different learning preferences of the students would boost learning and improve their academic performance. Preparation of Nursing Curriculum that utilizes more active strategies to accommodate the diverse learning preferences of the students in their different levels of study is recommended.
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Shuvalova, Oljgha. "METHODS OF TEACHING HTML AND CSS STYLES IN THE DISCIPLINE OF INFORMATICS FOR STUDENTS OF PEDAGOGICAL INSTITUTES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 10 (2021): 241–53. http://dx.doi.org/10.28925/2414-0325.2021.1020.
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The paper analyzes the methods of teaching HTML, CSS, JavaScript. The expediency of learning these technologies by students of pedagogical universities is substantiated. The essence of the new method of teaching HTML and CSS is that the emphasis in the content component is shifted to the study of: 1 - visual objects of a hypertext document; 2 - rules of their unique identification; 3 - setting the basic properties and styling properties of these objects; 4 - modeling of hypertext page design based on instances of block objects; 5 - consolidation of knowledge of HTML, CSS languages through the use of these technologies in the formation of reporting sites for laboratory work; 6 - formation of the basis for mastering the technologies of dynamic adjustment of styles by means of JavaScript language. The new methodology involves the use of visual objects of a hypertext document to generate reports to the thematic sections of the course Computer Science such as Office Software, Mathematical Packages, Computer Graphics, etc. Internet hosting is a learning tool for new methods. It is recommended to use this tool to highlight the results of students’ laboratory work. The technique was experimentally implemented using distance learning tools. Analysis of the results of the pedagogical experiment confirmed the feasibility of introducing the new methodology. The conclusions of the work are that the introduction of this technique increases the effectiveness of training. The basis for the positive result is: 1) providing an individualized approach to teaching Computer Science; 2) creating conditions for mastering the concept of modeling through practical application; 3) the formation of understanding of the object-oriented essence of the language of HTML and CSS styles; 4) assistance in mastering modern network technologies; 5) increasing the importance of programming in mastering Informatics. This technique forms the basis for mastering the technologies of object-oriented programming in JavaScript and becomes the basis for further mastering of technologies for the development of Web-oriented information systems. The prospects of this study are seen in the formation of a holistic perception of computer science as a science through the study of Web-programming.
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Luo, Hui, and Qiang Zeng. "Study on the Application of Visual Communication Design in APP Interface Design in the Context of Deep Learning." Computational Intelligence and Neuroscience 2022 (June 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/9262676.
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Visual communication concepts enable linguistics or semiotics to the teaching of visual communication designs, creating graphic designs into an innovative and scientific discipline. The use of storyline techniques in visual communication not only inspires the imagination of designer but also arouses the visual memory of the audience. Besides, improving cultural heritage such as historical images is important to protect cultural diversity. Recently, the developments of deep learning (DL) and computer vision (CV) approaches make it possible for the automatic colorization of grayscale images into color images. Also, the usage of visual communication design in APP interface design has increased. With this motivation, this work introduces the enhanced deep learning-based automated historical image colorization (EDL-AHIC) technique for wireless network-enabled visual communication. The proposed EDL-AHIC technique intends to effectually convert the grayscale images into color images. The presented EDL-AHIC technique extracts the local as well as global features. For global feature extraction, the enhanced capsule network (ECN) model is applied. Finally, the fusion layer and decoding unit are employed to determine the output, i.e., chrominance component of the input image. A comprehensive experimental validation process is performed to ensure the betterment of the EDL-AHIC technique. The comparison study reported the supremacy of the EDL-AHIC technique over the other recent methods.
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Vdovenko, Victoria, and Lyudmila Kashuba. "METHODICAL FUNDAMENTALS OF TEACHING ELEMENTS OF COMPUTER GRAPHICS OF YOUNG SCHOOLCHILDREN WITH LIGHT DISORDERS OF INTELLECTUAL DEVELOPMENT." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 85–90. http://dx.doi.org/10.36550/2415-7988-2020-1-190-85-90.
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There is no doubt that in addition to perfect command of the native language, time requires from a young person and computer literacy, acquaintance with modern information technology. The computer, which has confidently and reliably taken its rightful place among all other traditional school subjects, as well as in the life of modern man, is actively implemented at the initial stage of a child's education. Disputes over the content of computer science itself as a school subject and its place in the main and variable components of the curriculum only increase its versatility. The use of a standard program in computer science and simulators, allows you to build the educational process of primary school, taking into account age and individual characteristics, the more it is necessary for inclusive education. The article is devoted to the methodological bases of teaching elements of computer literacy of junior schoolchildren with mild intellectual disabilities. The authors emphasize that currently in Ukraine the study of the information education sector by junior schoolchildren with mild intellectual disabilities is not conducted. At the same time, the formation of elements of computer literacy, in particular the study of computer graphics, is feasible for such students, given the peculiarities of the cognitive thinking of such students. The use of computers in the education of primary school students is not the only task of the computer science course. At present, experiments on the introduction of information and communication technologies in subject teaching are being actively conducted, traditional methods are being rethought, teaching concepts are being developed, and the pedagogical conditions for forming the basic concepts of the computer science course are being revised. However, it is not yet established what impact specific methods of activity can have on the structure of educational activities of primary school children with mild intellectual disabilities, which may contribute to the formation of computer literacy in grades 2-4 to prepare children with special needs. The study of computer science and the use of ICT in inclusive education promotes the development of skills and abilities of students with mental and physical disabilities to use a variety of information about the world, the ability to apply modern methods of accumulation, storage, retrieval and processing of information based on telecommunications networks. The teacher must also adapt to the individual opportunities and individual pace of learning, comfortable for such children.
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Kaumbayev, Sunnatulla, and Nurlan Akhmetov. "Psychological and pedagogical problems of the methodology of computerization of gaming technologies in teaching chemistry." Scientific Herald of Uzhhorod University Series Physics, no. 55 (January 17, 2024): 212–21. http://dx.doi.org/10.54919/physics/55.2024.21os2.
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Relevance. The relevance of the scientific subject is based on the search and solution of psychological and pedagogical problems of the methodology of computerization of gaming technologies in teaching chemistry. The process of committing experimental verification of the methodology of computerization of gaming technologies in teaching chemistry. Purpose. The purpose of the article is to study the process of using computer gaming technologies in the educational process of a higher educational institution during chemistry classes. Methodology. Such methods as analysis, synthesis, comparison, generalization of views belonging to Kazakh and European researchers in scientific and educational literature on the issue of researching methodology of teaching chemistry and technology of computerization of gaming technologies, graphic ones – for visual illustration and comparison of results obtained during research, are at the core of the methodological approach of research. Results. The training course on the topic “Features of creating and using a STEAM-oriented educational environment of the higher education”, a special course for students in the Abai Kazakh National Pedagogical University on the topic “Technologies of the development of computer games”, are developed and implemented, the development of and the application for an international grant project aimed at improving investment of the implementation of gaming technologies in educational process oriented at learning chemistry are accomplished and proposed respectively. Conclusions. The promising directions of improvements in the methodology of computerization of gaming technologies in teaching chemistry are formed. The practical value of the work is to determine the psychological and pedagogical problems of the methodology of computerization of gaming technologies in the process of teaching chemistry, namely: the development of a STEAM-oriented educational environment, the content of computerization of gaming technologies, the improvement of investment in the implementation of gaming technologies in the educational process of learning chemistry.
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Xue, Wei, and Xiaoxia Lu. "A Comparative Study on the Demand Analysis of Follow-Up Teaching Courses of English Curriculum Based on Embedded Wireless Communication Multimedia Aid." Wireless Communications and Mobile Computing 2022 (May 12, 2022): 1–10. http://dx.doi.org/10.1155/2022/9365608.
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College English follow-up courses are an important part of “University English Curriculum Teaching Requirements” and college English curriculum reform, and its purpose is to meet the individual needs of learners at different levels. “College English Curriculum Teaching Requirements” pointed out “Each school should design its own college English curriculum system according to the curriculum requirements and the college English teaching objectives of the school, while ensuring the improvement of students’ language proficiency, it should be conducive to students’ personalized learning. to meet their respective development requirements.” With the rise and development of computer technology, human society has ushered in the fifth information technology revolution. In just a few decades, people’s life and production methods have undergone tremendous changes. Computer information technology has been widely used in military, medical, commercial, education, and industrial fields. Multimedia-assisted teaching has incomparable advantages in these situations. The use of network, computer, and multimedia has made the English classroom teaching methods changed essentially. Due to the huge storage capacity of the computer, it can use graphics, sound, and animation to express, organize, and store the corresponding text knowledge materials, so that the sound, image, and text can truly coexist, achieving an effective increase in the amount of information dissemination and enhancing stimulus intensity of information so as to make the students’ enthusiasm for learning knowledge improved. It is precisely because of the powerful information dissemination ability, information processing ability, and convenient and fast interactive form of multimedia itself that it can be used in teaching to enrich the way of classroom teaching activities and make classroom teaching methods no longer single, which can make students better complete the transition from concrete image thinking to abstract logical thinking. The smooth development of college English follow-up courses will continuously improve the English quality of our talents. Learners of different majors have different needs for follow-up college English teaching. Only when students of different majors adopt different teaching courses can they fully reflect the individuality and suitability of the courses. In order to understand the specific needs and views of students of different majors on the courses, students of different majors are made to adopt different teaching courses to get personalized and appropriate learning experience. We distributed questionnaires to senior students at a certain university and adopted Dudley-Evans and St John’s needs analysis method for the survey results. It is found that liberal arts students are looking forward to the language application and language skills modules, and their satisfaction with these two modules is as high as 86.23%. The science students and engineering students are more satisfied with the two modules of professional English and language application. Among them, the satisfaction of science students on these two modules is 78.63%, and the satisfaction of engineering students is as high as 92.38%. Students of different majors have a positive attitude towards English follow-up courses, but there is a big difference between the courses offered by universities and the teaching mode. For example, 85.62% of liberal arts students are satisfied with the recognition of the course mode, and only 14.38% are dissatisfied; 66.3% of science students are satisfied with the curriculum model, 33.7% are dissatisfied; 66.45% of engineering students are satisfied with the curriculum, and 33.55% are dissatisfied.
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Alvermann, Donna E., Achariya T. Rezak, Christine A. Mallozzi, Michael D. Boatright, and David F. Jackson. "Reflective Practice in an Online Literacy Course: Lessons Learned from Attempts to Fuse Reading and Science Instruction." Teachers College Record: The Voice of Scholarship in Education 113, no. 1 (January 2011): 27–56. http://dx.doi.org/10.1177/016146811111300104.
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Background/Context One of several challenges to fusing reading and science instruction through the use of reflective practice arises from recent claims that it is questionable whether anyone can “make” preservice teachers into reflective practitioners. This challenge has implications for researchers and teacher educators in general, especially if one assumes that novices are without sufficient resources for reflecting on their own experiences and interactions. Two frequently cited commissioned reviews of reading research conclude that skills-based instruction in graphic organizing, self-questioning, summarizing, and other similar generic reading strategies can improve adolescents’ comprehension of written texts. However, there is a growing consensus about the importance of domain-specific pedagogical knowledge, and preservice teachers who view science instruction as largely concept oriented may not view reading instruction as highly relevant. Little research has been directed toward understanding how preservice science teachers learn to integrate what they know about their subject matter with the generic reading strategies they are taught in content literacy courses. Purpose/Objective/Research Question/Focus of Study The researchers documented a prospective science teacher's struggle to make sense of an online content literacy course that attempted to strengthen her capabilities to combine skills-based instruction (reading) with concept-based instruction (science). Specifically, the researchers were interested in her reflections on the feedback she received from the course instructors and, in turn, how her struggle caused the researchers to reflect on several contradictory discourses in the online course that needed addressing before offering it in subsequent semesters. While looking at the course through the eyes of this student's experiences and interactions, the researchers were also mindful of how her professional identity as a science teacher was being informed by those same contradictory discourses in small but incremental ways throughout the semester. Research Design In the context of an online content literacy course, 11 pairs of prospective and mentor teachers worked as partners in the instruction of middle school students reading one or more grade levels below actual grade placement in one or more content areas. This interpretive case study focused on one of those pairs. The concept of approximations of practice framed this study and led to a focus on the clinical aspects of reflective practice manifested during periods of preactive teaching (e.g., lesson planning) and reflective teaching (e.g., explaining and receiving feedback on the planned lessons). Data Collection and Analysis Data sources included a prospective teacher's four intervention lessons plans and e-mails containing reflections on those lesson plans from the prospective teacher, her mentor teacher, and the teaching team. Analysis was a four-step process that included coding key sources and writing analytic memos through the use of deductive and inductive methods. The primary researcher used discourse analysis to interpret the researchers’ and participants’ written reflections related to preactive and reflective teaching. Conclusions/Recommendations Implications derived from the study's findings for literacy educators point to the value of collaborating with colleagues in schools of teacher education who have expertise in teaching their specific discipline's content. Most importantly, the implications point to the need to reexamine the assumption that prospective teachers are without sufficient resources for reflecting on their own experiences and interactions in situations that call for fusing skills-based reading instruction with concept-based science instruction.
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Aguanta, Catherine B., Margery Anne T. Augusto, Jonajean V. Bajenting, Katrina Claire Buayaban, El Jane P. Cruz, Niña Faith Fantonial, Jane Aubrey M. Kwan, Jimmoy Legaspino, Dharel P. Acut, and Marchee T. Picardal. "Factors affecting students’ concept retention in learning science online using instructional videos." Journal of Education and Learning (EduLearn) 18, no. 2 (May 1, 2024): 499–511. http://dx.doi.org/10.11591/edulearn.v18i2.21117.
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Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.
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Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov, and Abdel-Badeeh M. Salem. "MarkHub Cloud Online Editor as a modern web-based book creation tool." CTE Workshop Proceedings 7 (March 20, 2020): 174–84. http://dx.doi.org/10.55056/cte.342.
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The main criterion for the competitiveness of a teacher or expert in the field of science is a good ability to present their knowledge to students in an interactive form without spending a lot of time in preparation. The purpose of the study is to analyze modern editors to create educational information content in the modern educational space and to present a modern tool for creating web books based on the latest IT technologies. Modern editors of web material creation have been analyzed, statistics of situations on mastering of knowledge by listeners, using interactive methods of information submission have been investigated. Using the WYSIWYG concept and analyzing modern information tools for presenting graphic material, an effective tool for teaching interactive web material was presented. An adapted version of the MarkHub online editor based on cloud technologies is presented. Using MarkHub cloud-based online editor for the unified development of educational content can significantly increase the author’s productivity in the content creation process. At the same time, the effects of reducing the time spent on formatting the external presentation of the content, making synchronous changes to different versions of the content, tracking the versions of the content, organizing remote teamwork in the network environment are achieved.
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Esquivel Hernández, Marco Antonio, and Alexandro Escudero Nahón. "Diseño gráfico para los materiales multimedia en los EVEA." Revista Relep - Educación y Pedagogía en Latinoamérica 3, no. 3 (October 21, 2021): 112–35. http://dx.doi.org/10.46990/relep.2021.3.3.517.
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El objetivo de esta investigación es elaborar una descripción argumentada sobre la aplicación de los fundamentos del diseño gráfico y audiovisual en los materiales multimedia para los entornos virtuales de enseñanza-aprendizaje, mediante el método de Cartografía Conceptual; investigación de tipo cualitativa por la cual es posible construir una explicación formal como resultado del análisis de artículos científicos, libros y ensayos que abordan el tema. El hallazgo principal sugiere que los fundamentos citados deberían tener mayor presencia en los materiales multimedia para ambientes educativos, de manera que el estudiante sea el centro de atención en el diseño, producción y evaluación de dichos materiales. Abstract The objective of this research is the development of an argumentive description of the application of graphic design and audiovisual rationale within multimedia materials in virtual learning/teaching environments, through conceptual mapping methods. This research is qualitative, thus allowing a formal construction of results from the analysis of scientific articles, books and essays which study this issue. The main finding suggests that the rationale above mentioned should have a greater presence in multimedia materials withing educative environments, so that the design, production and evaluation of said materials evolve around students.
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Lin, Shanwei. "Influence of Digital Technology on Ideological and Political Education in Colleges and Universities under 5G Era." Scientific Programming 2022 (January 31, 2022): 1–12. http://dx.doi.org/10.1155/2022/9004385.
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With the advancement of digital technology, new means and methods are being offered in education to enhance teaching-learning. The use of technology in educational interventions has a positive impact on the students’ functional, cognitive, and psychomotor skills. This study aims to improve the teaching mode of ideological and political education (IPE). The research work intends to enhance enthusiasm of college students for ideological and political course (IPC). Based on 5G technology, the rising virtual reality (VR) technology is proposed in this study to improve IPC in colleges and universities. To begin with, the background of IPE and VR technology is introduced. Next, the current college students’ attitudes toward IPE and VR technology are investigated by a questionnaire survey. Finally, based on the red hero culture, the VR system for IPE is designed. Results of the evaluation show that the students who have been the members of the Communist Party have the highest degree of interest for IPC in colleges and universities. Endorsing the fact, about 29.7% college students and 26.81% university students who were members of the communist youth league favored for IPC, while only 14.29% of the masses showed interest for IPC. As a whole, 25.2% of all the students participated in the survey showed their interest for IPC. One of the main reasons behind the results is the teaching mode and means that attract students for IPC. At present, 84.11% of the ideological and political teachers give a lecture of IPC via PPT, while 67.29% of the students prefer the Internet platform as a means of IPC. About 73.4% of the students know VR and are interested in the application of VR to IPC. They believe that VR can help them understand the knowledge of IPC and has broad prospects in improving the teaching quality of IPE. The designed VR system for IPE which is used in colleges and universities has four modules, namely, the preamble module of graphic history, the hero wall module, the hero art sculpture module, and the scene experience module. This system can help realize the objective of IPE in colleges and universities and provides a reference for the application of VR in enhancing IPE.
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Nurmarini Nurmarini and Moch. Fajarul Falah. "Istikhdām Wasīlah al-Kharīthah al- Ẑihniyyah bi Ṭarīqah al-Ta`allum al-Ta`āwunī bi Uslūb Musābaqāt Tanāfus al-Farq (Team Game Tournament) li Tarqiyah Qudrah al-Ṭalabah `alā Fahm al-Iḍāfah wa al-Ṣifah." EL-MAQALAH : Journal of Arabic Language Teaching and Linguistics 2, no. 1 (July 1, 2021): 16–37. http://dx.doi.org/10.22373/maqalah.v2i1.1237.
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Mind Mapping can be discribed as a graphic designs that provide the key to assist brain abilities by utilizing most of the thinking skills using words, images and colors. The title of this research is Using Mind Mapping Media with Cooperative Learning Methods Through Inter-group Competitions to Improve Students' Understanding of Al-Idhafah and As-Sifah (Experimental Research at Babun Najah Modern Islamic Boarding School in Banda Aceh). The method used is the True Experiment and the population is all students of Madrasah Tsanawiyah in the Babun Najah Modern Islamic Boarding School with a total of 492 students. The method used to determine the sample is a Cluster Random Sample from a population. The selected sample was students of class XI-Mia 2 as the control group and class Mia 4 as the experimental group. This study has two objectives, to find out how students respond in the application of Mind Maps with Cooperative Learning Methods through Inter-Group Competitions to Improve Students' Understanding of Al-Idhafah and As-Sifah and their effectiveness. And the result of this research is the value of t-count is greater than t-table, which is 5.2> 2.05. And this shows the effectiveness of the application of mind map media with cooperative learning methods in teaching Al-Idhafah and As-sifah and has a good influence on second grade students of MadrasahTsanawiyah at the Babun Najah Modern Islamic Boarding School
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Vinaloka, Widia, Syamswisna Syamswisna, and Andi Besse Tenriawaru. "The Module Validity of The Sub-Material Utilization of Medicinal Plant Biodiversity." Tarbiyah : Jurnal Ilmiah Kependidikan 11, no. 2 (December 31, 2022): 70. http://dx.doi.org/10.18592/tarbiyah.v11i2.7231.
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The aim of the study was to determine the feasibility of the module as a sub-material for the use of biodiversity for class X SMA. Using Research and Development (R&D) research methods with a qualitative descriptive approach. This study validated the instrument and validated the module teaching materials. The selection of validators with purposive sampling technique which consists of 5 validators. Module validation to obtain quantitative data accurately through a Likert scale. The assessment aspect of the module contains the feasibility of content, language, presentation, and graphics. The validation results obtained through the validator were analyzed using the CVR formula and continued to CVI, the results of the analysis of 4 aspects of the assessment namely the feasibility of content, language, presentation, and graphics consisting of 15 indicators of module feasibility assessment obtained a CVI value of 0.99 which is said to be a valid module and proper to use.The aim of the study was to determine the feasibility of the module as a sub-material for the use of biodiversity for class X SMA. Using Research and Development (R&D) research methods with a qualitative descriptive approach. This study validated the instrument and validated the module teaching materials. The selection of validators with purposive sampling technique which consists of 5 validators. Module validation to obtain quantitative data accurately through a Likert scale. The assessment aspect of the module contains the feasibility of content, language, presentation, and graphics. The validation results obtained through the validator were analyzed using the CVR formula and continued to CVI, the results of the analysis of 4 aspects of the assessment namely the feasibility of content, language, presentation, and graphics consisting of 15 indicators of module feasibility assessment obtained a CVI value of 0.99 which is said to be a valid module and proper to use.
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Xie, Zheng. "Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network." Symmetry 12, no. 4 (April 23, 2020): 671. http://dx.doi.org/10.3390/sym12040671.
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Symmetries play a vital role in multimedia-aided art teaching activities. The relevant teaching systems designed with a social network, including the optimized teaching methods, are on the basis of symmetry principles. In order to study art teaching, from the perspective of the teaching organization form, combined with the survey method, multimedia-aided art classroom teaching was explained in detail. Based on the symmetrical thinking in art teaching, the multimedia-aided teaching mode of art classroom was discussed. The reasons for the misunderstanding of multimedia-aided art teaching were analyzed, and the core factors affecting the use of multimedia art teaching were found. In art teaching, more real pictures were shown aided by multimedia; students could experience the beauty of symmetrical things in real life and were guided to find the artistic characteristics of these kinds of graphics, analyze them, and summarize them. The results showed that this method enriched the art multimedia teaching theory and improved the efficiency of art teaching. The blind use of multimedia technology by teachers in art classroom teaching was avoided. Therefore, the method can develop individualized teaching, develop students’ potential, and cultivate innovative consciousness and practical ability.
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Koksharova, M. V., S. V. Morozova, and O. G. Belchikova. "The use of modular-rating technology of teaching mathematics to students of Altai State Agricultural University." Professional education in the modern world 12, no. 2 (July 13, 2022): 289–98. http://dx.doi.org/10.20913/2618-7515-2022-2-12.
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Introduction. New requirements are put forward for the organization of educational process, and improving the quality of training of graduates. Purpose setting. Therefore, teachers are faced with the need to apply modular-rating training technology which instantly reacts to changes in the situation in the labor market and can adjust the specialist model. It is democratic in its principles, content, and organization of the educational process. Modular-rating technology provides individualization of educational programs and the ways of their assimilation depending on the abilities and interests of students. Methodology of the study. The authors carried out modular structuring of the “Mathematics” course; methodological support (tests, individual tasks, etc.) of the modular-rating program was developed. A special role in the technology of modular-rating education is assigned to control over the knowledge of students, the authors used current, midterm and fi control. The quality of knowledge and skills of students in mastering the module was determined by various control methods: oral and written survey, control work, individual task, calculate and graphic work, etc. In addition, a testing method was used. To assess the effectiveness of student educational activities, a rating is used which is determined by points set in a selected unifi scale with a clear gradation of the level of theoretical knowledge, practical skills and abilities. The rating is formed during the entire period of the student training. Results. In modern conditions, higher education is faced with the tasks of forming a specialist with stable incentives for further professional self-improvement, activation and development of student cognitive abilities, differentiation of training content and individualization of pedagogical infl in accordance with the level of student training. Conclusion. The authors conclude that one of the effective ways to solve these problems is to train students according to the modular-rating system.
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Shi, Yang. "Supervision and Assistance Based on Mobile Information System in Art Video Teaching." Computational Intelligence and Neuroscience 2022 (June 24, 2022): 1–10. http://dx.doi.org/10.1155/2022/4658975.
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To enrich students’ learning methods, improve their interest in learning, and enable students to fully understand and master the content of art video teaching, a supervision and assistance function based on mobile information system in art video teaching is proposed. Starting with the purpose of improving the auxiliary effect of art video teaching, this study deeply discusses the construction of personalized art video mobile information teaching system based on mobile information technologies such as self-media auxiliary technology and computer-aided technology. Therefore, this study takes android technology mobile information system as a breakthrough to design the video teaching system and introduces the design of mobile teaching information platform in detail. At the same time, according to the relevant requirements of art video teaching, this study designs the teaching system from the aspects of improving students’ learning interest, promoting students’ curriculum preference information, efficient real-time teacher-student interaction, and so on. According to the requirements of the six sections, the function of the teaching supervision and management module is improved. Through the test of result extraction and data analysis, the feasibility of the user preference extraction and analysis algorithm and the content similarity discrimination algorithm is finally verified. The results show that after more than 10 times of reading, the graphics of video teaching content can basically solve the problem of comparative similarity of the same type of teaching content. At the same time, after more than 30 times of reading, the teaching content can basically solve the problem of small probability error of user system.
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Lara, Juan Sebastian, Mariana Minatel Braga, Carlos Gustavo Zagatto, Chao Lung Wen, Fausto Medeiros Mendes, Pedroza Uribe Murisi, and Ana Estela Haddad. "A Virtual 3D Dynamic Model of Caries Lesion Progression as a Learning Object for Caries Detection Training and Teaching: Video Development Study." JMIR Medical Education 6, no. 1 (May 22, 2020): e14140. http://dx.doi.org/10.2196/14140.
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Background In the last decade, 3D virtual models have been used for educational purposes in the health sciences, specifically for teaching human anatomy and pathology. These models provide an opportunity to didactically visualize key spatial relations that can be poorly understood when taught by traditional educational approaches. Caries lesion detection is a crucial process in dentistry that has been reported to be difficult to learn. One especially difficult aspect is linking clinical characteristics of the different severity stages with their histological features, which is fundamental for treatment decision-making. Objective This project was designed to develop a virtual 3D digital model of caries lesion formation and progression to aid the detection of lesions at different severity stages as a potential complement to traditional lectures. Methods Pedagogical planning, including identification of objectives, exploration of the degree of difficulty of caries diagnosis–associated topics perceived by dental students and lecturers, review of the literature regarding key concepts, and consultation of experts, was performed prior to constructing the model. An educational script strategy was created based on the topics to be addressed (dental tissues, biofilm stagnation areas, the demineralization process, caries lesion progression on occlusal surfaces, clinical characteristics related to different stages of caries progression, and histological correlations). Virtual 3D models were developed using the Virtual Man Project and refined using multiple 3D software applications. In the next phase, computer graphic modelling and previsualization were executed. After that, the video was revised and edited based on suggestions. Finally, explanatory subtitles were generated, the models were textured and rendered, and voiceovers in 3 languages were implemented. Results We developed a 6-minute virtual 3D dynamic video in 3 languages (English, Spanish, and Brazilian Portuguese) intended for dentists and dental students to support teaching and learning of caries lesion detection. The videos were made available on YouTube; to date, they have received more than 100,000 views. Conclusions Complementary pedagogical tools are valuable to support cariology education. This tool will be further tested in terms of utility and usability as well as user satisfaction in achieving the proposed objectives in specific contexts.
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Seong, Bo-ok, and Youngcook Jun. "Mathematica-Based Visualization Analysis for Interconnection Networks of NSEP Graph and Circle Graph." Journal of Field-based Lesson Studies 3, no. 2 (July 31, 2022): 89–108. http://dx.doi.org/10.22768/jfls.2022.3.2.89.
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Research on interconnection networks is continuously needed to improve the performance of parallel processing computers. Using Mathematica, ambiguous parts of the graph can be specifically implemented and tested, and efficient and accurate analysis is possible by reducing meaningless guesses or time. It is also reusable, making it convenient to analyze the additional properties of the graph later. The interconnection network NSEP has a graph with one edge added to the SEP graph with a fixed degree 3, and the CG graph has a degree 3. NSEP graphs and CG graphs require further research in addition to the properties analyzed to date. To this end, three fixed degree graphs, including SEP, the leading graph of NSEP, were designed and new properties were analyzed in Mathematica. NSEP, an interconnected network with a fixed degree, has a graph with one edge added to the SEP graph with a fixed degree 3, and the CG graph has a degree 3. A graph with a fixed degree has an advantage in that the degree does not increase as the dimension increases, but has a disadvantage in that the number of nodes increases rapidly.
Compared to the existing graph definition, the diameter of SEP and NSEP analyzed in Mathematica was smaller. The diameter of the SEP is 1/8(9n^2-22n+24), and the diameter of the NSEP is 2/3n^2-3/2n+1. Since CG has the same result as the existing diameter A, it can be seen that the optimal routing algorithm is proven.
This study showed how to generate interconnection networks using Mathematica coding and presented the results of efficiently analyzing the discrete structure by exploring the graph properties as well as providing visualization methods that can be used as field-based teaching contents for discrete mathematics.
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Zhang, Shi, and Feng Chen. "The Effects of Computer-Aided Animation Technology in the Teaching of Hematological Medicine." Computer-Aided Design and Applications 18, S3 (October 20, 2020): 58–69. http://dx.doi.org/10.14733/cadaps.2021.s3.58-69.
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Clinical hematology and hematology are one of the main courses of the Department of Medical Laboratory Science. In experimental teaching, students are required to correctly identify a variety of cells in bone marrow under a microscope, which is one of the most difficult content for students to master. The traditional experimental teaching of cell morphology has brought different degrees of influence on the teaching effect. In order to make it easier, faster and effective for teachers to teach students about cell morphology in the limited teaching time, and to allow students to more intuitively recognize various cells and increase their interest in learning, it is necessary to reform the experimental teaching methods. Computer-aided animation technology is a three-dimensional composition technology that can display things in reality in three-dimensional images. Applying computer-assisted animation technology to the teaching of hematology in medical schools can display cell morphology more vividly. This will help deepen students' understanding of classroom knowledge. Therefore, this study selected clinical undergraduates who were internships in the Department of Hematology as the research objects. 235 students in the experimental group used the 3D animation technology teaching method in computer-assisted animation technology to teach students "Morphological Changes in the Process of Cellular Immune Regulation"; 257 students in the control group used traditional clinical teaching methods. Through questionnaire surveys and personal interviews, understanding the evaluation of students and teachers on this teaching mode, and comparing the teaching effect through theoretical examination and practical skill assessment.
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Hidayat, Arip, Liliana Muliastuti, and Ratna Dewanti. "POETRY APPRECIATION TEACHING MATERIAL DESIGN BASED ON CONTEXTUAL APPROACH." English Review: Journal of English Education 10, no. 3 (October 30, 2022): 975–82. http://dx.doi.org/10.25134/erjee.v10i3.6430.
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Teaching materials are needed as learning resources that should be adapted based on students’ conditions. The contextual approach is a suitable approach to meet the needs of students in learning in order the improvement of learning outcomes can be carried out. Appreciation of poetry as a course in the department of Indonesian language and literature education requires development to obtain learning outcomes and adjustments on student conditions and the times. The development of such a theory has led this research to develop the design of teaching materials as an intellectual framework and the basis of reference from teaching materials for poetry appreciation. This research uses a qualitative approach and descriptive methods to define needs from the point of view of students, lecturers, and experts in the field of poetry appreciation. The results of the study showed the need in terms of content and strengthening the theory. In the elements of the book, the graphics and the appearance or layout are important to attract interest. Supporting elements such as short and long videos and expert opinions are needed by students. Laboratory facilities and art spaces are representative places to apply more contextual learning. This research is prepared for the need of development and for other researchers who need analysis and framework of teaching materials from the book elements, learning outcomes, and supporting components.
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Vorotnykova, Iryna, and Svitlana Agafonova. "MODEL OF THE METHODICAL CENTER OF OPEN EDUCATION IN COMPUTER SCIENCE FOR THE TEACHING OF GIFTED STUDENTS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 4 (2018): 96–107. http://dx.doi.org/10.28925/2414-0325.2018.4.96107.
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The article defines and substantiates the advantages of introducing a mixed form of computer science education for gifted students. For the implementation of mixed student learning, a model of a methodological center for open education in computer science at school is offered. The model of the methodical center of open education offers to combine the efforts of teachers of informatics of various educational institutions to create open electronic educational resources for gifted students and to organize their training in inter-school groups. The experience of introducing mixed learning in the field of computer science of gifted students in the model of the methodical center of open education is considered on the example of a regional experiment, which was attended by 6 educational institutions and methodological center. In the model of the methodical center of open education in computer science for gifted students, the purpose and the main tasks, methods and forms of activity of teachers and students in the open informational and educational environment were reflected. The basis of open education in the proposed model is the purposeful, controlled, intensive independent work of students who can study according to an individual schedule in a convenient place, having access to electronic educational resources and an agreed opportunity of contact with the teacher using: e-mail, chat, webinar, video conferencing as well as personal contact. The results of the survey of students and their parents illustrate their interest in obtaining IT education and readiness to participate in teaching computer science in a mixed form of study. The development of the informational and educational environment of open education is provided by cloud services for the preservation and execution of tasks, on-line teacher consultations, constant updating of video tutorials on html-programming, computer graphics and algorithmization. Most students point out the importance of working with a teacher, but at the level of interaction and consultation, and not control. Results of studying students in the methodical center of open education are confirmed by an increase in the number of prizewinners of computer science competitions and students' satisfaction from on-line learning.
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Nikolovskaya, Yulia Vasilievna. "Potentials of computer graphics in development artistic abilities of students." Человек и культура, no. 5 (May 2023): 1–16. http://dx.doi.org/10.25136/2409-8744.2023.5.43950.
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The subject of research in this article is the use of such a type of computer art as computer graphics in the artistic development of children studying in secondary educational institutions, from the point of view of pedagogy. When analyzing the potential of two-dimensional computer graphics, its means that exist from the point of view of art history and computer science are taken into account. Particular attention is paid to the technical potential of computer graphics in the development of artistic abilities of students and includes hardware and software, and art history is focused on the artistic and expressive potential formed by the artistic and expressive means of computer graphics (dot, silhouette, color, etc.). The main conclusions of the study of the topic are the detailed disclosure of the potentials of computer graphics. We are talking about its properties, which, combined with each other, ensure the development of the artistic abilities of children. This article characterizes such properties and considers the developing possibilities of each of them. The author's special contribution to the study of the topic is the formulation of theoretical aspects, thanks to which in the future it is possible to develop effective methods for teaching people belonging to different age categories, computer graphics and fine arts within the framework of art education.
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Fedoreiko, Valerii, Roman Horbatiuk, Yaroslav Zamora, and Roman Zahorodnii. "Formation of Professional Competences of Future Bachelors of Vocational Education in the Process of Dual Training." Professional Education: Methodology, Theory and Technologies, no. 15 (November 4, 2022): 246–61. http://dx.doi.org/10.31470/2415-3729-2022-15-246-261.
Full textAbstract:
The creation of logistics infrastructure is closely related to the problem of competence-oriented training of future logisticians. This process is implemented in accordance with the theory of contextual teaching. The methodological basis for preparing bachelors for competitive professional activity is the integration of education with science, professional activity and business. The purpose of the article is the investigation the professional competences of future bachelors in vocational education in the process of their dual training. Research methods: theoretical analysis of scientific sources, normative documents, conceptual principles of logistics; systematization, modelling, observation and testing. Results. The article examines such problem situation: the representatives of higher schools and industrial enterprises agree that the list of professional competences should be formed for the graduates of educational institutions, but there are some professional difficulties in «post-graduate» activities of young professionals. Managing the educational process, the research and teaching staff guide students to achieve the goals formulated in educational programs and obtain appropriate results, which are specific competences. The basic employers’ requirements to the specific knowledge and skills of applicants for the position of logistician are established. The authors have shared the experience of cooperation between the Ternopil Volodymyr Hnatiuk National Pedagogical University and the private enterprise «Scientific and Production Association «Energy Saving Technologies»«. On the example of «Energy Saving Technologies» the technological process of heat generation, which has several variable components (cyclic loading of fuel into the storage hopper, calorific value of fuel, its humidity and particle size distribution), is established; it is determined that for timely fuel supply it is necessary to take into account the internal logistics infrastructure of the enterprise. In the process of training specialists in specialty 015.38 Vocational Education (Transport) according to the educational program «Logistics» students study the discipline «Organization of Transportation», do practical work and develop the three-dimensional graphic dependence, which will contribute to the formation of professional competences. It is also determined that the development of professional competences of future bachelors of vocational education is the unity of their theoretical and practical training. Conclusions. The authors concluded that the theoretical and practical classes with the use of active teaching methods for progressive and optimal students' understanding of the main provisions on the organization of freight transportation, which plays a large role in the development of professional competences of future teachers of vocational training, organizers of transportation services. The use of active learning methods in the educational process arouses the interest of students and allows them to develop analytical, research, communicative, professional skills and abilities.