Academic literature on the topic 'Space perception Study and teaching (Secondary)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Space perception Study and teaching (Secondary).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Space perception Study and teaching (Secondary)"
1
Mullen, Martin. "Broadening Language Learner Perceptions of "Actual, Proper Study" to be More Inclusive of Smartphones in Irish Secondary Schools: ‘‘For Like Actual Like Proper Study, and Schoolwork, I Wouldn’t Use My Phone at All Really’’." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 86–113. http://dx.doi.org/10.35903/teanga.v28i.686.
Full textAbstract:
New digital and mobile technologies are appearing at an ever-increasing rate, and there are potentially valuable educational applications of many of these smartphone-mediated resources. In Ireland, although the Department of Education and Skills (DES) has long advocated for a role for technology into the classroom, an educational focus on integrating these new mobile resources into the daily practices of language learners remains the exception rather than the norm. This paper aims to describe the findings of a study conducted with third-level learners of modern languages at an Irish university, which involved surveys, case studies, and a group interview, and which revealed the limited and tangential role that smartphones play in the learning habits of the participants. The paper will also describe how interpretation of the data identified a clear perception among learners of a narrow range of resources and practices that constitute "actual, proper study", a perception in which there is little space for the kind of spontaneous, multimodal, autonomous learning afforded by smartphones, with learners instead displaying a clear preference for more traditional practices such as writing out lists of verbs, and traditional materials such as grammar books. This paper will argue that firstly, the teaching practices and the lack of focus on smartphones that exist at secondary school levels play a key role in learners’ developing these attitudes and perceptions towards language learning, and secondly, that there is a clear need to foster a broader perception of what constitutes language learning that encompasses a balanced approach to smartphone-enhanced language learning. This is important not only to help the students as language learners, but also to develop the digital literacy skills which are increasingly important across all aspects of Irish and global society. The paper concludes by providing a series of steps which teachers can take which will help both to broaden perceptions of what constitutes language learning, and to allow for supervised, structured use of smartphones in the classroom to allow learners develop their learning-related smartphone literacy and wider digital literacy.
2
Moghal, Shagufta, Asma Shahid Kazi, and Ammaira Bukhari. "Large Classes and English Language Teaching and Learning in Public Sector Secondary Schools of Pakistan." Indonesian TESOL Journal 1, no. 1 (March 31, 2019): 1–8. http://dx.doi.org/10.24256/itj.v1i1.551.
Full textAbstract:
This study aimed to explore the Pakistani secondary teachers' perceptions towards teaching English in large classes and to find out how they coped with the challenges which come with teaching such classes. The data was collected through semi structured interviews, with eight secondary school teachers currently working in the public sector schools of Lahore, Pakistan. The data was analyzed inductively through repeated engagement with the interview transcripts. Research results indicated that teaching large classes had many issues and problems, such as lack of space, facilities and resources; inability to pay attention to every student; high noise levels; time constraints; problems with assessment of a large number of students; and limited opportunities of interaction between teacher-student and student-student. The discussion highlighted the teaching and learning strategies employed by teachers in their classrooms in the Pakistani context, which include the use of pair and group work, notional time, peer correction and self-editing to improve assessment.
3
M, Bala, Adamu MD, Braimah RO, and Taiwo AO. "Blindness Secondary to Odontogenic Infections: Case Series from a Tertiary Health Care Facility in Sokoto, Northwestern Nigeria." Clinical Medicine And Health Research Journal 2, no. 5 (September 15, 2022): 203–7. http://dx.doi.org/10.18535/cmhrj.v2i5.87.
Full textAbstract:
Blindness secondary to odontogenic orbital infection is not uncommon. We report five (5) cases of severe odontogenic orbital cellulitis causing blindness. These patients were seen and managed over a 3-year study period (from July 2019 to August 2022) at the Dental and Maxillofacial surgery clinic of Usmanu Danfodiyo University Teaching Hospital Sokoto. There were 2 male children and a female child in the age range of 6-10years with a mean±SD of 7.7±2.1, a 37-year-old male and a 24-year-old female. Cancrum oris/osteomyelitis was the primary diagnosis in one child, right maxillary osteomyelitis in two children, buccal +temporal space abscess and buccal space abscess in the two adult (male and female) patients respectively. All patients had a preceding history of toothache before the onset of other symptoms. All the patients had visual acuity of no light perception in the affected eye. Additionally, they had a varying degree of proptosis and restricted ocular motility while one child presented with purulent discharge and disorganized globe. Aggressive medical and surgical treatment was instituted in consultation with the ophthalmologists, which resulted in the resolution of the disease in all the patients.
4
Malchykova, D. S., and K. V. Mezentsev. "PUBLIC IMAGE OF GEOGRAPHY IN THE CONTEXT OF BASIC SECONDARY EDUCATION STANDARDS TRANSFORMATION: UKRAINIAN AND WORLD EXPERIENCE." Ukrainian Geographical Journal, no. 1 (2022): 53–63. http://dx.doi.org/10.15407/ugz2022.01.053.
Full textAbstract:
This paper aims at the analysis of basic geographical education standards transformation in Ukraine and foreign countries in the XXI century, and their influence on the public image of geography. The volume and duration of compulsory geography education in Ukraine have gradually reduced. Moreover, in the standards of basic secondary education it was partly included into integrated courses and broad academic fields. It have caused significant transformations of public perception and awareness of geography as a science, academic field, and sphere of career opportunities, led to a decline of public demand for geographers. However, world experience shows that geographical literacy is recognized as an essential condition that increase territorial competitiveness and quality of life, contributes to environment protection, and ensure national security through the development of unique cognitive skills, as spatial thinking, spatial culture, and spatial citizenship. It is argued that transformation and renovation of geography teaching methods and content should include: a) implementation of learning approaches that stimulate interest to study local, regional and international issues and support decision making based on understanding of space and spatial relationships; b) development of educational strategies using innovations and practices of geomedia resources implementation as a digital learning environment; c) regular cartographic support of academic process in geography on the principle of “teaching with GIS, not about GIS”; d) use of active learning techniques for the development of spatial thinking/literacy/ citizenship; e) implementation of projects on landscape structure and perception analysis, based on both traditional techniques (fieldworks, observations, reading and interpreting maps), and new technologies of geomedia resources; f) strengthening the emphasis on understanding of human-environmental interactions in school geography program as a particularly important topic in terms of education for sustainable development.
5
Rehman, Atiya, and Ayesha Perveen. "Teachers’ Perceptions about the Use of Authentic Material in Pakistani EFL Classrooms." International Journal of Language Education 5, no. 2 (June 30, 2021): 63. http://dx.doi.org/10.26858/ijole.v5i2.15241.
Full textAbstract:
This study explores the perceptions of teachers about the use of Authentic Material in Pakistani secondary school English language teaching classrooms. The research was descriptive in nature and used a quantitative approach to collect data through a survey questionnaire from 40 Pakistani Secondary school English language teachers. The questionnaire used was initially adapted from a research done in Hong Kong by Yeung Ting-fai in 2011, under the topic “English language teachers' attitudes towards the use of authentic materials in Hong Kong secondary schools” but then modified to a larger extent according to the scenario and situation of the Pakistani education system. The data was analyzed through SPSS and descriptive statistics were obtained. The results of this research are significant in Pakistani context. Although many teachers wanted to use Authentic Material in their classes, they were hesitant to do so due to the constraints related to curriculum, examination system and administrative pressure. The study recommends adapting curriculum and examination systems to provide administrative support that can provide space to Pakistani secondary school teachers for using Authentic Material in English language classrooms.
6
Sunil Prasad Chauhan. "Technology Supported Classroom for Collaborative Learning." Interdisciplinary Research in Education 6, no. 2 (December 31, 2021): 99–106. http://dx.doi.org/10.3126/ire.v6i2.43542.
Full textAbstract:
Technology has been one of the basic needs of the modern society. Technology can empower both teachers and students and can create a space for collaboration. Considering the role of technology in collaborative learning, this study envisaged to explore how teachers perceive about technology supported ELT classroom for collaborative learning and to discover the strategies adopted by the language teachers to enhance technology supported classroom for collaborative learning. To meet the objectives of the study, tenhigher secondary level (+2) level language teachers who were teaching collaboratively by using technological tools in the different colleges of Kirtipur were selected purposively and were interviewed in-depth based on certain open-ended questions related to the study. Their interviews were recorded for data. The data were carefully documented and the collected data were analyzed and interpreted descriptively having certain themes. The findings of the study revealed that the teachers have positive perception about technology supported ELT classroom for collaborative learning and the teachers mainly followed student-centered technique as their strategies in order to enhance technology supported ELT classroom for collaborative learning.
7
Panhelova, Mariia. "METHODOLOGICAL ASPECTS OF TEACHING THE GENRE OF SCIENCE FICTION IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION (ON THE EXAMPLE OF KURT VONNEGUT’S NOVEL «CAT’S CRADLE»)." Scientia et societus 2, no. 2 (November 30, 2022): 52–57. http://dx.doi.org/10.31470/2786-6327/2022/2/52-57.
Full textAbstract:
This article is devoted to the role of the cultural aspect in literary education. The necessity to create a comprehensive system of studying the science fiction genre of the 20th century (on the example of Kurt Vonnegut’s «Cat’s Cradle») at the final stage of school literary education has been identified and substantiated.
At the center of the concept of modern literary education and upbringing are the personality of the student, his desire to understand the whole picture of the world, mastering culture as the experience of previous generations, involvement in spiritual heritage. To the extent that the student-reader learns the experience passed on by previous generations, to the extent that he will be able to navigate the constantly changing conditions of life, realize his own responsibility to the future generation.
The cultural illiteracy of high school students, the loss of connection with the spiritual culture of their people and humanity in general speak of the need to educate a «person of culture» in a modern school. In this regard, an important role in the formation of emotional perception and understanding of various facts of the culture of both their own and other nations is played by lexicographers and the literature classes conducted by them, aimed at studying literary works against the background of a broad cultural context. Involvement in the historical-literary process will help students to see patterns in the development of foreign culture and literature in particular.
An important point is the culturalization of education, which is aimed at globalization in the field of culture and education, associated with increasing interest in the problems of the cultural identity of peoples. Globalization in education is a single world cultural and educational space, a single world labor market and educational services.
The cultural aspect of education determines the composition and hierarchy of values, the system- creating element of which is the student’s personality as the main value. There is no doubt that the implementation of the cultural aspect of teaching literature at school contributes to the effective entry of students into the context of culture, forms in them a system of key value ideas about the world and man, which become worldview guidelines. The cultural aspect makes it possible to overcome the stereotypes accumulated in the perception and analysis of both foreign literature (works in the light of the cultural aspect of the study return with new facets and open new meanings) and foreign culture as a whole.
Undoubtedly, the cultural aspect allows one to consider the work of art in three planes: a generalized model of the world, national and cultural specificity, the author’s own model of the world and man, where his philosophical, religious, moral and aesthetic views are presented.
Implementation of the cultural aspect in education is possible in the process of development of the value-meaning sphere of the individual.
8
DANYSKO, O., and L. SEMENOVSKA. "ATTITUDE OF TEACHERS TO THE INTRODUCTION OF BLENDED LEARNING IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE PHYSICAL CULTURE TEACHERS: EMPIRICAL ANALYSIS." Pedagogical Sciences, no. 77 (August 28, 2021): 28–34. http://dx.doi.org/10.33989/2524-2474.2021.77.239281.
Full textAbstract:
The development of information and communication technologies and their integration into the educational space of higher education institutions has led to the emergence of new models of professional training. One of the innovative strategies that combine the best practices of traditional (face-to-face) and electronic (synchronous / asynchronous) learning interaction is blended learning. The perception of teachers who provide the educational process is a major predictor of the implementation of such strategies and models. The purpose of the study is to summarize and interpret the experience of teachers in blended learning and analyze their perception of the possibilities of its use in the training of future teachers of physical education. The research was conducted by anonymous and voluntary questionnaires using an open electronic questionnaire. The sample consisted of 28 teachers who provide training for future teachers of the subject specialty 014.11 Secondary education (Physical Culture) in various domestic institutions of higher education in Ukraine. The analysis contains a description of the quantitative and semantic interpretation of the obtained data. The generalization of the obtained data and their analysis showed that blended learning is generally positively perceived by teachers as a technology that contributes to the flexibility of the educational process, accessibility of educational content, improving student attendance, enriching teaching aids, their interactivity, and thus improving the training of future physical culture teachers. Despite the challenges and difficulties of organizing the educational process in a blended learning environment, it is established that the organization of such training also helps to improve the professional skills of teachers, improve academic courses, creative search for effective pedagogical and technological solutions to ensure quality education.
9
Helleve, Ingrid, Marit Ulvik, and Kari Smith. "«Det handler om å finne sin egen form» Læreres profesjonelle handlingsrom - hvordan det blir forstått og utnyttet." Acta Didactica Norge 12, no. 1 (January 18, 2018): 1. http://dx.doi.org/10.5617/adno.4794.
Full textAbstract:
Målet med denne studien er å undersøke hvordan lærere forstår og tolker sitt profesjonelle handlingsrom og hvordan de, basert på denne erfaringen, har opplevd å nå sine egne mål over tid. Studien, som er del av en internasjonal studie, bygger på observasjoner, intervjuer og story-lines fra seks lærere ved tre videregående skoler. Lærerne er av ledelsen utpekt til å være lærere som utnytter det handlingsrommet de har og som selv tar styring på hvordan de praktiserer lærerjobben. Funnene viser at lærerne langt på vei tolker og endrer rammer og regelverk i tråd med egne mål – også lærere innenfor samme kontekst. De fleste lærerne opplever at de utnytter og har utnyttet et større handlingsrom enn de erfarer å ha med bakgrunn i rammer og pålegg. Dette resultatet skiller seg fra de to andre landene som deltar i den internasjonale studien. Konklusjonen er at kunnskap om læreres forståelse av sitt profesjonelle handlingsrom kan bidra til refleksjon over egen lærerrolle og til ny innsikt i skoleutvikling.Nøkkelord: profesjonelt handlingsrom, videregående skole, lærereTeachers’ professional space – How it is experienced and utilizedAbstractThe aim of the study is to examine teachers’ understanding and interpretation of their professional space, and how they experience having possibilities to practice their pedagogical beliefs throughout their careers. The study, which is part of an international study, is built on observations, interviews and story-lines from six teachers in three Norwegian upper secondary schools. These are teachers viewed by their principals as independent teachers exploiting their professional space when practicing teaching. Findings show that to a large extent teachers interpret and change frames and rules according to their own pedagogical beliefs. Teachers working in the same schools respond differently to school regulations. Most of the teachers claim to have more space than what they perceive external rules and frameworks allow for. This finding differs from the two other participating countries in the international study, in which obedience to external regulations was strong. The conclusion reached in this paper is that additional knowledge about teachers’ perceptions of their professional space will contribute to ways in which reflection of practice and professional role can be enhanced, and thereby support school development.Keywords: professional space, upper secondary school, teachers
10
Mundine, Mary Mundine. "Geography Teacher Receptiveness for the Implementation of CBC in Eastern Africa Secondary Schools. A Critical Literature Review." Journal of Applied Geographical Studies 2, no. 1 (November 23, 2022): 31–41. http://dx.doi.org/10.47941/jags.1135.
Full textAbstract:
Purpose: The curriculum transition and implementation involves changing the perceptions of the tutors, lecturers, teachers, learners, parents and policy makers. The overall objective of this study was to examine Geography teacher receptiveness for the implementation of CBC in Eastern Africa secondary schools. A critical literature review
Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
Findings: The findings of the study concluded that most of head teachers and geography teachers had limited understanding of the concept of the CBC. However, some of the respondents agreed that they were to an extent ready to implement the CBC in secondary schools if in-serviced in advance one year before actual implementation. It is therefore, concluded a situation analysis for teachers’ preparedness in other social science disciplines for the implementation of the CBC in secondary schools should be undertaken. Hence, there should be consistent re-training of teachers and schools’ administrators for effective implementation of the new curriculum.
Unique Contribution to Theory, Policy and Practice: The study recommended that there is need to ensure that teachers are well motivated for classroom instruction. In addition, all secondary schools should have enough classes with adequate space, electricity and internet connectivity to allow effective teaching and learning activities. In that light, literature support that, there is need to assess how CBC will be implemented to gain an understanding on its effectiveness. Furthermore, effective curriculum implementation can only occur in the context of all components and aspects viewed and implemented in integrated ways.
Dissertations / Theses on the topic "Space perception Study and teaching (Secondary)"
1
Brown, Martha. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry." Thesis, Virginia Tech, 1991. http://hdl.handle.net/10919/44533.
Full textAbstract:
The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement.
Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses.
Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered.
Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade.
A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam.
Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term
memory span and the classroom measure of geometry achievement.Master of Science
2
Lee, Man-sang Arthur, and 李文生. "Developing a dynamic geometry task platform for accessing students' perceptions of geometric properties through analysis of example spaces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/208580.
Full textAbstract:
Geometry learning at the junior secondary level should focus on the connection between students’ intuitive, spatial thinking and formal, deductive reasoning. It is crucial for students at this stage to develop abstract concepts based on knowledge of and reasoning with geometric properties. Dynamic geometry tools are promising resources in classroom teaching for enriching students’ experience in geometry.
Studies about students’ learning with dynamic geometry tools usually focus on the long-term development of tool use in the contexts of problem solving and explorations. Data are mostly obtained from interviews and observations with students working in small groups or individually.
This study begins with an original approach. It aims at understanding students’ perceptions of geometric properties in simple dynamic figures without assuming any prior experience of students with dynamic geometry tools. A special web-based platform was developed to capture students’ results of dragging in dynamic figures. Quantitative and qualitative data were obtained for analysis from this platform and task-based interviews respectively.
In a set of 8 tasks designed in this study, students were asked to drag free points in pre-constructed figures to create examples of geometric configurations with parallel lines. Results of the tasks were collected through the web-based platform from 1,589 secondary 1 to 4 Hong Kong students in 11 schools of different backgrounds. In the next stage, 24 secondary 2 students from another 6 schools took part in task-based interviews, enabling detailed observations and analysis of their reasoning.
The basic assumption of this design is that students working on the tasks will generate examples of geometric figures that reflect their understanding of relevant geometric properties. Their results could then be analyzed in the form of collective and personal example spaces with critical dimensions of variation to be identified (Watson & Mason, 2005).
The findings of the study indicate how participating students vary in their ways of discerning critical geometric properties in dynamic figures. In particular, the results reflect students’ general limited awareness of basic geometric properties, such as equal opposite sides or angles, while manipulating and interpreting pre-constructed figures. Graphical representations of collective example spaces, developed in this study, provide useful means for revealing dimensions of variation in examples generated. It is hoped that the findings and method of the study can inform classroom teaching with dynamic geometry tools that capitalizes on variation in students’ perceptions.published_or_final_version
Education
Doctoral
Doctor of Philosophy
3
Cheng, Lai-Fong Alison. "Secondary school English language teachers' perception of the communicative language teaching in Hong Kong." HKBU Institutional Repository, 1996. https://repository.hkbu.edu.hk/etd_ra/78.
Full text
4
Xhetani, Elton. "Space and the elaboration of occupational identity : an empirical case study of the UK teaching profession." Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/81835/.
Full textAbstract:
Situated understandings of identity have gained prominence in the organisational studies litera-ture. Through the guiding works of Lefebvre and Ibarra this thesis explores the relationship be-tween organisational space and occupational identity through an empirical study of two schools in the UK. Narratives are collected using visual prompts to examine individuals’ lived experiences in the workplace. My rich data allow me to bring to the fore and unpack how physical changes form and transform occupational sense of self. In particular, my findings indicate that space is involved in the formation of occupational identity in different ways, namely, by giving a sense of continuity to employees, assisting in the development of a sense of belonging and upholding in-group identity, providing employees with a sense of expectations and idealised performances, and sustaining hi-erarchy by establishing a daily routine that excludes and isolates groups of workers. This study makes three main contributions. First, through Lefebvre’s lens, it discusses how identity is mediated through space and discusses the politicisation of space and shows that space can be used to emphasise or interrupt power relations in the workplace. Secondly, through application of Lefebvre’s work this study explains tensions created through spatial change and the implications that these have for the formation of occupational identity. Thirdly, this study takes Lefebvre’s con-cern with tensions one step further by unpacking the complications posed by these for the for-mation, reflection and modification of occupational identity. To make sense of this, Ibarra’s work has been introduced to argue that space is instrumental in reflecting and formulating new, some-times provisional, sometimes conflicting, occupational identities and this leads to ambivalence and ambiguity in the profession. This study highlights the importance of not treating space simply in terms of walls and physical ap-pearance. Space has a special meaning for employees and is a tool that allows them to express their sense of professional self by desiring, imagining and planning a physical space that corre-sponds to their professional role. When space is taken away from professionals, they create their own physical boundaries that send messages to outsiders that they have control of their profes-sion. They do this in order to protect their professional autonomy, feel noticed at the workplace and to imprint parts of their personality according to their professional needs.
5
Hui, Siu-king Regina, and 許小琼. "Students' perception on personal and social education implementing in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959428.
Full text
6
龐永欣 and Wing-yan Pong. "Widening the space of variation: inter-contextual and intra-contextual shifts in pupils' understanding of twoeconomic concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31240902.
Full text
7
Li, On-ki, and 李安琪. "An investigation into Hong Kong junior secondary students' perception on the use of poetry in the English classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176309.
Full text
8
Leung, Pui-ling. "Achieving quality education : a study of secondary school principals' and teachers' perception and strategies for promoting quality in their schools /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472480.
Full text
9
葉慧蓮 and Wai-Lin Teresa Yip. "A study of the perception good citizenship among teachers and studentsin Hong Kong schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958369.
Full text
10
Coker, Dianna Ross. "The role of visual-spatial aptitude in accounting coursework." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170640/.
Full textBooks on the topic "Space perception Study and teaching (Secondary)"
1
Kelly, Brendan. Geometry & spatial sense module. Toronto, ON: Ontario Ministry of Education and Training, 1999.
Find full text
2
Kastner, Bernice. Space mathemtics : a resource for secondary teachers. Washington, D.C: National Aeronautics and Space Administration, 1985.
Find full text
3
Kastner, Bernice. Space mathematics: A resource for secondary school teachers. [Washington, D.C.]: National Aeronautics and Space Administration, 1985.
Find full text
4
Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.
Find full text
5
Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.
Find full text
6
Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.
Find full text
7
Schukert, Michael A. Post-secondary aviation & space education reference guide. [Washington, D.C.?]: U.S. Dept. of Transportation, Federal Aviation Administration, Office of Public Affairs, Aviation Education Program, 1992.
Find full text
8
Trefil, James S. Space science: Teacher's edition. Evanston, Ill: McDougal Littell, 2005.
Find full text
9
Brodeur, Cathy. Space age agriculture: Junior high agriculture/land and life program. Edited by Pederson Cole, Gabert Betty, and Alberta Alberta Agriculture. Edmonton, Alberta: Alberta Agriculture, 1987.
Find full text
10
Galtrey, Graham. Shape, space and measures 1. Oxford: Heinemann, 1995.
Find full textBook chapters on the topic "Space perception Study and teaching (Secondary)"
1
Bijlsma, Hannah. "The Quality of Student Perception Questionnaires: A Systematic Review." In Student Feedback on Teaching in Schools, 47–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_4.
Full textAbstract:
AbstractStudent perceptions of teaching are promising for measuring the quality of teaching in primary and secondary education. However, generating valid and reliable measurements when using a student perception questionnaire (SPQ) is not self-evident. Many authors have pointed to issues that need to be taken into account when developing, selecting, and using an SPQ in order to generate valid and reliable scores. In this study, 22 SPQs that met the inclusion criteria used in the literature search were systematically evaluated by two reviewers. The reviewers were most positive about the theoretical basis of the SPQs and about the quality of the SPQ materials. According to their evaluation, most SPQs also had acceptable reliability and construct validity. However, norm information about the quality rating measures was often lacking and few sampling specifications were provided. Information about the features of the SPQs, if available, was also often not presented in an accessible way by the instrument developers (e.g., in a user manual), making it difficult for potential SPQ users to obtain an overview of the qualities of available SPQs in order to decide which SPQs best fit their own context and intended use. It is suggested to create an international database of SPQs and to develop a standardized evaluation framework to evaluate the SPQ qualities in order to provide potential users with the information they need to make a well-informed choice of an SPQ.
2
Byers, Terry. "What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?" In Teacher Transition into Innovative Learning Environments, 187–201. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_16.
Full textAbstract:
AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.
3
Boéchat-Heer, Stéphanie, Maria Antonietta Impedovo, and Francesco Arcidiacono. "The Processes of Appropriation of Technological Tools in the Classroom." In Examining the Roles of Teachers and Students in Mastering New Technologies, 250–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2104-5.ch013.
Full textAbstract:
This chapter aims to investigate how teachers perceive the usefulness of introducing technological tools (namely, iPad) for the learning/teaching process in a professional secondary school. More specifically, the authors intend to understand how the process of iPad appropriation is identified by the teachers as a learning tool. Through the analysis of focus groups involving different teachers belonging to the same school, the authors intend to detect teachers' self-efficacy and beliefs concerning the appropriation of the use of the iPad in the classroom along a school year. The findings of the study highlight diverse facilitating and hindering elements in the process of teachers' appropriation of such technological tool. The study opens further spaces to examine teachers' and students' perceptions in mastering new technological tools and in building new processes of teaching/learning.
4
Shohel, M. Mahruf C., Md Ashrafuzzaman, Farhan Azim, Iffat Naomee, Md Shajedur Rahman, and Mohammad Abu Bakar Siddik. "Blended Learning Space for Primary and Secondary Education." In Designing Effective Distance and Blended Learning Environments in K-12, 187–222. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-6829-3.ch012.
Full textAbstract:
Emergency remote education during the COVID-19 pandemic has opened the door for everyone not only to see the prospect of blended teaching and learning but also to understand how critical it is to incorporate technological development to enhance learning and access to education. While face-to-face in-classroom teaching and learning methods help children and young people in developing vital social, communicative, developmental, and digital competencies, it is also critical to embrace the digital transformation that is happening around everyday life and throughout society. Based on secondary data, this chapter explores the key challenges and opportunities for policy and practice in resource-constrained contexts. This chapter utilizes Bangladesh as a case study to elicit the transition and transformation process of teaching and learning at the primary and secondary education levels in the global south during the emergency.
5
Moid, Sana. "Creating the Intelligent Learning Space." In Cases on Technologies in Education From Classroom 2.0 to Society 5.0, 213–29. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-6878-1.ch011.
Full textAbstract:
The COVID-19 pandemic has shaken the roots of every economy and completely transformed the way every industry functions including the education sector. The education sector completely adopted the remote teaching concept thereby connecting educators and students through technology. The present study aims at understanding that how Education 4.0 has helped in creating an intelligent learning space aligned with disruptive technologies for developing and enhancing education with learners at the center and further how this has facilitated remote teaching during the COVID-19 pandemic. For the purpose of study, secondary sources of data including research papers and news articles based on the similar themes were referred. Education 4.0 has completely transformed the way the education sector functions by putting the learner at the center and making the entire process student-centric where the learner will decide what they want to study rather than putting a predefined syllabus in front of them. The intelligent learning space is created through the application of emerging technologies.
6
Rockman, Deborah A. "Spatial Thinking and Visualization: Teaching the Essential Principles of Perspective Drawing." In The Art of Teaching Art. Oxford University Press, 2000. http://dx.doi.org/10.1093/oso/9780195130799.003.0008.
Full textAbstract:
Perspective drawing is a system for creating a two-dimensional illusion of a three-dimensional subject or three-dimensional space. Information, whether observed (empirically based) or imagined (theoretically based), is translated into a language or system that allows three-dimensional forms and space to be illusionistically represented on a two-dimensional surface. Although Brunelleschi is credited with the discovery or creation of perspective theory during the Renaissance in Italy, it is Albrecht Dürer, a German artist, who is best known for his exploration of perspective theory in his prints and drawings. Perspective theory is often separated into two parts: TECHNICAL OR MECHANICAL PERSPECTIVE,which is based on systems and geometry and is the primary focus of this chapter; and FREEHAND PERSPECTIVE, which is based on perception and observation of forms in space and is a more intuitive exploration of perspective theory. Freehand perspective relies to a significant degree on the process of sighting to judge the rate of convergence, depth, angle, etc. Technical or mechanical perspective utilizes drafting tools such as T-squares, compasses, and triangles, while freehand perspective generally explores perspective principles without the use of technical tools. While it is useful to study perspective in its most precise form with the aid of drafting tools and a simple straight-edge, it is also useful to explore these same principles in a purely freehand fashion, which allows for a more relaxed application of perspective principles. In studying perspective, it also becomes important to make a distinction between linear perspective and atmospheric perspective. LINEAR PERSPECTIVE addresses how the shapes, edges, and sizes of objects change in appearance when seen from different positions relative to the observer—off to one side, directly in front, close or far away, above or below, or any number of infinite variations. ATMOSPHERIC PERSPECTIVE describes other characteristics seen in objects that are some distance from the observer. A veil of atmospheric haze affects and decreases clarity, contrast, detail, and color. Atmospheric perspective, which is not mathematically or geometrically based, is a powerful complement to linear perspective, and when used together the illusion of three-dimensionality and space can be powerful.
7
Kyrpale, Alina, and Lyudmila Ivashova. "PECULIARITIES OF FUNCTIONING OF MECHANISMS OF PUBLIC GOVERNANCE IN THE FIELD OF CONTINUOUS EDUCATION." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-25.
Full textAbstract:
The main purpose of the study is to highlight the features of the formation of the system of continuing education and education in general in Ukraine and foreign countries. The views of scientists on the importance of continuing education for the development of society are analyzed. The role of the state and government institutions in the implementation of reforms of secondary and higher education, for the innovative development of each individual and adaptation to the need to learn throughout life. The action of mechanisms of public management of the system of continuous education in the conditions of innovative development of society is analyzed. A project on integration between secondary and higher education institutions has been introduced to study the main problems of acquiring quality education in the context of the Reformation, as a favorable environment for the development of continuing education. On the example of an integrated educational institution, the effectiveness of mechanisms of public management of the system of continuing education and quality assurance of education in the application of innovative educational technologies, as well as the latest forms and methods of teaching.
8
Trifanina, Liubov. "THE TECHNOLOGICAL SECURING OF PROCESS IN THE FORMATION OF INFORMATIONAL CULTURE OF YOUNG TEEN-AGERS UNDER CONDITIONS OF A SECONDARY EDUCATIONAL INSTITUTION." In Development of scientific, technological and innovation space in Ukraine and EU countries. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-151-0-13.
Full textAbstract:
The formation of information culture of young teen-agers is a new process in the educational work of a secondary school, which requires a certain, preplanned organization. Therefore, there is a need to elaborate such technological securing, which would not only be aimed at forming an information culture in young teen-agers, but would also contribute to achieving high results in it. Technological securing of the formation of information culture is a totality of forms and methods of educational work directed at the formation of information culture of young teen-agers in a secondary educational institution, and the equipment of this process by necessary material means, and as well a clear observance of the sequence in it, which guaranties the achievement of the set goals by a teacher. The purpose of our research is theoretical study and practical application of technological securing of the process in the formation of informational culture of secondary educational institution’s young teen-agers. Research methods: interactive methods and theoretical methods (deductive method, systematization method, method of generalization of research results). The core of technological securing of the formation of information culture of young teen-agers under conditions of a secondary educational institution was a comprehensive program «Journey into the world of information», which consists of eight classes (four classes – educational hours, and the other four classes – educational hours with training elements). For the formation of information culture at this age, we have used certain interactive methods and technologies for teaching information knowledge, namely: the method «Zigzag», the method «Fishbone», the method of brainstorming, and the RAFT-technology. We also for it applied the following interactive forms of education, such as: thematic holiday in the style of revue, web-quest, smart-mob, collage, speaker’s tournament, debate, express-training in the library, school’s IT-fest, virtual expedition, relay race of a knowledge, information crossword, thematic evening, case-study, KVN, contest of an advertising booklet and scribe-presentation. Thus, the set of interactive forms, methods and technologies proposed and implemented by us, under conditions of a secondary educational institution, which, in turn, formed the technological securing for the formation of information culture, allowed young teen-agers to acquire the basics knowledge of information culture.
9
Banerjee, Sayantani, and Anupama Verma. "Changing Dimensions of the Work-Life Balance of Teachers." In Advances in Electronic Government, Digital Divide, and Regional Development, 501–19. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3380-5.ch021.
Full textAbstract:
Teachers' work life has undergone a lot of changes in recent years which have caused an increased level of occupational stress and work-life imbalance for the teaching faculties of educational institutions, especially universities. Today, teachers, apart from teaching, have to perform multiple roles. As a result, striking a proper balance between their professional and personal roles has become a necessity of time. The purpose of this study is to put forth the evolution, concept, and origin of work-life balance individually, and work-life balance in totality through an extensive review of the literature. The study attempts to identify the numerous organizational factors that affect the continuum of work life balance of university teachers. Further, the study delves into the consequence of family-friendly work-life balance policies and practices implemented by the employers on the perception and attitude of the employees. The secondary data used for the literature review in this theoretical study includes journals, books, theses, working papers, magazines, internet sites, newspapers.
10
Chaleta, Elisa. "University Teachers’ Conceptions of What University Is: Implications for the Future of Higher Education." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.100813.
Full textAbstract:
This chapter presents the perception of university teachers about the university, the most recent changes and how they have influenced their activity. The phenomenographic study was conducted with 10 university teachers, nine females and one male with more than 15 years of professional activity. The perception of the university emerges, in the teachers’ voice, focused on the description of its mission, namely as a context for the production and diffusion of knowledge to society, as a space for creative and critical thinking about the world, as an interdisciplinary space and as a system focused on teaching and research. It also includes characteristics related to its structure and functioning, such as the level of hierarchization, bureaucratization, competitiveness, dehumanization and bibliometrics overvaluation. Regarding the perceived changes, they are related to the structural reforms resulting from the Bologna Process, diverse student populations, research and internationalization, new technologies, institutional cooperation, bureaucratization and relationship with the community. Teachers also revealed some dissatisfaction in the way they are experiencing university life due to the overwork resulting from the multiple tasks required in the four activity strands (teaching, research, management and extension) with an impact on quality and innovation, but in line with what the institution demands.
Conference papers on the topic "Space perception Study and teaching (Secondary)"
1
Dimitrijević, Dragana Vasilije, and Marija Jovanović Jovanović. "Barriers to Distance Learning: Perceptions Of Secondary School Teachers and Students in Serbia." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/18.
Full textAbstract:
One of the most current issues facing modern pedagogical theory and practice is distance learning. Since the Covid-19 virus pandemic outbreak, this specific teaching context has become the only hope for education systems globally. Given the role and importance that distance learning has today, our paper is focused on studying its barriers in immediate secondary school practice. This research is part of a broader study that involves a more thorough study of distance learning, which was conducted on a sample of 422 students and 120 secondary school teachers in Southeast Serbia. The aim of this paper is to identify the most common barriers to distance learning and answer the question of whether there are differences in the attitudes of teachers and students about the barriers they encountered during the first months of its implementation. In terms of frequency, the results of the conducted research show that evaluation-related barriers are the most common, while the learning material and technical barriers to distance learning are the least common ones. The research has shown that teachers statistically more often highlight evaluation-related, organizational/administrative and social/emotional barriers, while in practice, students more often experience learning content-related barriers. The results also confirm positive correlation in the participants’ attitudes about the analyzed barriers and directly point to the conclusion about their objective perception and critical reflection on this problem by emphasizing the importance of didactic elements such as: quality of the teaching process, level of knowledge acquired, objectivity of assessment, etc. in relation to the learning material and technical side of teaching. These conclusions point to a number of pedagogical implications by which the new, specific teaching context can be significantly improved.
2
Strain, Eric, Jose L. S. Gamez, and Shai Yeshayahu. "Double (Hunch) Negative: Blending Practice/Research/Teaching and the Critical Imagination." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.48.
Full textAbstract:
In Duckler’s account of Michael Heizer’s Double Negative, the viewer becomes a part of the overall experience of scale, of site, and the knowledge of place. In a sense, perception, feeling, and scale hold a very complex relationship in the eye of the participant, and this brings Heizer’s earthwork closer to architecture than one might expect. This correlation between experience, scale perception, and placemaking can enrich the educational experience, thereby affecting the balance of forces that exist between academia, practice, and research. At least, that is the hunch that drew us to the 2019 Antwerp ACSA/EAAE International Teacher Conference. By discussing how a blend-ed set of practices (practice/teaching/research) enabled a mutually reinforcing dialog between the making of ideas, buildings, and landscapes, this paper will present design practice and the practice of design education as inter-related activities. Through our collaborative efforts, we have worked to make the space of inquiry a continuous field that reaches across conventional divisions between the academy and practice. Within this field, research helps ground “the hunch” while “the hunch” tempers the formality of research.Our hunch is this: that a case study of a recent design think-tank will illustrate how we see:• expertise developed in the academic environment can be incorporated into an inquisitive professional design practice;• the studio (both academic and professional) as a thinker space that should not follow a commercial agenda nor should it become a space absent of craft and speculation, urge and fascination, skill and imagination, criticality and creativity, individual formation and social consciousness.
3
Onyewuchi, Francis A., Michael A. Adewusi, Peter Okebukola, Tokunbo Odekeye, Olasunkanmi Gbeleyi, and Fred Awaah. "Breaking the Backbone of Difficult Concepts in the New Secondary School Physics Curriculum in Africa." In 28th iSTEAMS Multidisciplinary Research Conference AIUWA The Gambia. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v28n3p7.
Full textAbstract:
The new senior secondary school physics curriculum for Anglophone West African countries came into use in 2015. Since the beginning of its implementation, even though, the performance of the candidates has not been high, yet reported empirical studies on the difficulty level of the content, and specifically the topics or concepts have been scant. Moreover, there have never been any published studies which conducted an in-depth probe into the aspects of the topics students find difficult in physics and science in general, beyond mere cataloguing of such topics, nor have there been any, in which students were qualitatively engaged in making inputs towards the amelioration of the topic difficulty. This is a huge gap in literature which this study determined to fill. The effort is significant to the extent that understanding the areas of difficulties of the topics as perceived by the students is good pointer towards remedy by teachers and stakeholders. The study therefore undertook five missions: (a) to find out the topics in the new physics curriculum that secondary school students find difficult (b) undertake in-depth probe of the specific aspects of the topics for which students have learning difficulty. (c) probe the possible causes of or factors responsible for these difficulties (d) determine if school location, school ownership and students’ gender have impacts on students’ perception of physics topics difficulty; and (e) deriving from students’ views, suggest how physics can be made easy to learn. A sample of 1,105 students was drawn from 21 secondary schools in Nigeria and Ghana. These schools comprised 12 private and nine public schools randomly selected from rural and urban areas. 75% of the schools were urban while about 25% were rural. Randomly selected 10 students and five teachers were interviewed for qualitative data, while all the participants were involved in responding to the questionnaire. From data gathered, five top most difficult topics were refractive index, electromagnetism, radioactivity, curved lenses and sound: production, propagation and modulation. Rich qualitative data unique for this study, was reported. There was marked difference between urban and rural, private and public, but not in gender. Recommendations were made for better teaching and meaningful learning. Keywords: Backbone of difficult topics; meaningful learning of physics
4
Vasconcelos, Clara, and Tiago Ribeiro. "WHAT ABOUT “THE” SCIENTIFIC METHOD? A SURVEY APPLIED TO MIDDLE AND SECONDARY GEOSCIENCE TEACHERS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end106.
Full textAbstract:
"The debate over whether there is a single unifying scientific method or a variety of methods, each of which is applied to a different discipline of science, is still a difficult one. Popper idea of refutation was a criticism to the inductive method and claimed the need to submit theories to falsification. His thesis ended up being a demarcation of science and pseudoscience. But the question remains: do all sciences follow the same scientific method? Namely because discoveries in geology have to overcome time and space enormous scales, geologist have been called by Lord Kelvin as “stamp collectors”. Having started as a field science, and even having been denied by Hutton as an experimental science, modelling in geology only took place at the end of the 19th century by the hand of Sir James Hall. The need to mirror scientists’ methods is a demand of inquiry-based teaching, but few geology teachers have correct knowledge about the method used by geologists. In the present study, a survey was undertaken online with the main objective of investigating what is teachers’ knowledge about the (geo)scientific method. Participants were 108 geology middle and secondary teachers in Portugal. The majority of respondents were women (n=79; 73.1%) and the average age was 46 years old. All participants were graduated, but 51 (47.2%) had a master and 5 (4.6%) had a Ph.D. The results showed erroneous conceptions that are commonly reflected in inquiry-based teaching classrooms, namely regarding the scientific method but also about investigative competencies and geology as an experimental science. The majority of the teachers’ said that there only exists one scientific method for all sciences (n=49; 45.4%) and that it has a fundamentally linear nature from observation to conclusion (n=54; 50.0%). The scientific method was claimed as needed to allow the confirmation of hypothesis by many teachers (n=44; 40.7%). Some participants referred Uniformitarianism as a principle that justifies the historical and interpretive reasoning of geologist (n=48; 44.4%), but not so many referred the analogic reasoning (n=28; 25.9%). Teachers also referred to critical and systemic thinking as scientific competencies (n=72; 66.7%) and gave less importance to others like observation and argumentation (n=27; 25.0%). Results analysis corroborate that an inquiry-base teaching methodology requires history of geology and an epistemological reflection to be integrated in teachers’ initial training and professional development. The epistemology behind geology classes has to be taught to eradicate alternative conception about the scientific method."
5
LIU, HUILING, RAN LU, and JUAN WANG. "OPPORTUNITIES AND CHALLENGES OF SECONDARY VOCATIONAL MAKER EDUCATION UNDER THE BACKGROUND OF NEW GENERATION INFORMATION TECHNOLOGY." In 2021 INTERNATIONAL CONFERENCE ON ADVANCED EDUCATION AND INFORMATION MANAGEMENT (AEIM 2021). Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/aeim2021/35966.
Full textAbstract:
Abstract. Maker education integrates innovative spirit with education and teaching. Vocational education shoulders the responsibility of training talents for all kinds of occupations. This study aims to explore the feasibility and necessity of developing maker education in secondary vocational schools. By using literature research method, this paper searched and visualized the literature with “maker education” as the key word in CNKI database, and analyzed the development status of maker education in China. The results show that there are relatively few research results on the application and practice of maker education mode, especially in the field of secondary vocational education. On the basis of previous studies, combined with the current situation of secondary vocational, this paper analyzes that secondary vocational maker education has many opportunities in policy and technology, but also faces challenges such as the concept needs to be improved, the curriculum system is not perfect, the teachers are weak, and maker space needs to be improved. Finally, this study confirms that the deep integration of maker education and secondary vocational education is an inevitable trend, and provides insights to promote the development of secondary vocational maker education.
6
Mishra, Sudarshan, Manas Ranjan Panigrahi, and Pranita Gopal. "Enhancing Teacher Capacity for Implementation of Blended Learning in Teacher Education – A Case of Odisha, India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1858.
Full textAbstract:
The Covid-19 pandemic has caused for closing of all institutions imparting face-to-face teaching globally. In India, the University Grants Commission (UGC) instructed all its institutions running regular courses to opt blended mode of teaching. In this connection, implementation of Blended teaching and assessment was a new challenge for the teacher education institutions. The teacher education institutions offering Elementary and Secondary teacher education courses started working as guided by the UGC. CEMCA, New Delhi and Ravenshaw University, Cuttack collaboratively empowered teacher educators from Odisha to implement Blended Learning in their pre-service teacher education classrooms. The objectives of this paper was to identify blended learning skill sets needed by teacher educators in Odisha and to design, organise and evaluate blended learning training programs for teacher educators of Odisha. Through a baseline study, the training needs of the teacher educators, their perception towards different components of blended learning and the skill level of ICT integrated online teaching was identified. Based on the baseline study, a series of capacity building programs were designed and conducted through online at three phases during September to October 2021. These programs dealt with areas of Integration of ICT Tools in Teaching Learning; OER, Techno-pedagogy and Online Assessment; and Design and Development of Lessons for Blended Learning. 105 teacher educators participated in the workshop. Participants of the capacity building program found the program useful to enhance their technological – pedagogical and content skills – with the workshops / demonstrations and hands-on experience. The teacher educators further reported that the skill set learned during the training was useful to design courses that implemented blended learning. A major theme that emerged from this study was the need for institutional policy on blended learning so as to empower teacher educators to implement blended learning.
7
Thanyadit, Santawat, Matthias Heintz, Effie L Law, and Eleni Mangina. "How easy is it to eXtend Reality? A Usability Study of Authoring Toolkits." In 8th International Conference on Human Interaction and Emerging Technologies. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002707.
Full textAbstract:
Extended Reality (XR) can be a powerful educational tool as it enables students to experience a learning environment combining real-life physical and virtual objects. This combination not only augments what is possible with physical learning material alone but also makes use of the real world as a frame of reference for the digital content. Nonetheless, creating an XR lesson requires technical expertise that can be very challenging for many educators who have no or little relevant background. Hence, support systems like XR Lesson Authoring Toolkits (XRLATK) are needed to empower teachers to create XR lessons effectively and efficiently. XRLATK comprise three main components: authoring tools for teachers to create an XR lesson, viewer tools for students to view the XR lesson, and a platform for content creators (e.g., 3D designers and artists) to add 3D models and animation to be used in the XR lesson. While several surveys have suggested the importance of XRLATK (Radu, 2014, Jensen and Konradsen, 2018, Radianti et al., 2020), only a few XRLATK are available. Designing, developing, and evaluating XRLATK is a highly demanding task that requires careful considerations and inputs from three main groups of stakeholders - students, teachers, and content creators - with each having different priorities and preferences. According to the recent surveys (Heintz et al., 2021), students prefer XR lessons that are interactive, intuitive, and easy to follow whereas teachers prefer usable authoring tools that can help reduce their workload. Based on our observations (Nebeling et al., 2021), content creators prioritize a streamlined method to modify contents with the toolkits and gather requirements from teachers. To enhance their quality and impact, XRLATK must be evaluated from the technical (usability), social (presence), and educational (learning outcomes) perspective. Nonetheless, the related research has targeted students and considered learning outcomes as the primary performance indicator of XRLATK; teachers and content creators are largely neglected in the design and evaluation process.To address this shortcoming, we have been motivated to conduct a usability study for MirageXR, an interactive XRLATK software prototype developed under the auspices of the ARETE project (Augmented Reality Interactive Educational Systems). MirageXR allows teachers to enhance the physical teaching space by putting virtual learning elements like labels, models, and animations at different positions and structure the learning process by guiding students from one learning station to another. This way it gives teachers and students access to innovative XR contents to enhance learning and teaching. It also provides plugin support which enables content creators to extend the software beyond available materials to suit different classroom scenarios.In this paper, we present our research study on evaluating the usability of MirageXR with the mixed-method approach. Participants with heterogeneous higher education backgrounds were asked to assume the role of a secondary school teacher. First, they were introduced to MirageXR through a tutorial, then they were requested to create an XR lesson on the topic of their choice within a set amount of time during which their behaviour and performance were observed. Next, they were asked to provide feedback based on the interaction experience with MirageXR through questionnaires and interviews. Insights gained from the empirical findings could help us improve the design of MirageXR and contribute to building general guidelines for systematic evaluation of XRLATK.
8
Aminu Sanda, Mohammed. "The Psyche of “Self” in Students’ Systemic and Structural Interaction with Online Teaching-Learning Platforms." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001813.
Full textAbstract:
This research explores and provides insights on students’ psyche of “self” as characterized by their self-evaluations of their systemic and structural interactions with the online teaching-learning platforms that serves as their virtual classroom since the advent of the COVID-19 pandemic. Having such insights is of significance towards understanding the functional interactivenesses of virtual platforms that serve as online digitized classrooms used for teaching and learning in tertiary academic institutions, and which usage has gained global acceptance since the advent of COVID-19 pandemic. This has resulted in a systemic and structural shift towards virtual education among tertiary institutions, with the requisite restructuring of face-to-face teaching-learning mechanisms into new online delivery systems. Considering the fact that such new online systems, which are digitized educational instruction media, are mostly designed by third parties who are not the direct users, there is a need to provide users, namely teachers and students, the space to share the psyche of their “selves” which could be used to develop a sense of their self-evaluative perspectives of the effectiveness of the current approaches to such instructional design, in terms of the quality and effectiveness of their interactivenesses. As it is posited in the extant literature, self-evaluation is crucial to mental and social well-being due to the influences it exerts on a person’s aspirations, personal goals and interaction with others. Thus, self-evaluation, provides personal insights on the beliefs and evaluations individuals hold about themselves, helping to determine who they are, their capabilities, and future developments. These insights are manifestation of the psyche of “self”, deemed as powerful inner influences that provide individuals internal guiding mechanisms that help steer and nurture them through the dynamics of life, governing their behavior in the process, and defining the character of their individual self-concept and self-esteem, and by extension their self-image and self-perception. With self-concept manifesting individual beliefs and knowledge about personal attributes and qualities, it represents a cognitive schema that organizes abstract and concrete views about the “self”, and controls the processing of self-relevant information. The extraction of such an information, especially from students perspectives, is deemed important to enable the systemic and structural design of quality virtual platforms used as online classrooms and quality interactive teaching-learning activity. In this study, therefore, data was collected from six hundred and eighty-seven graduate students in a Ghanaian university, using a structured questionnaire that enabled the students to process self-relevant information associated with the quality of their systemic and structural interaction with online teaching-learning platform used in teaching them throughout the semester. Guided by Bedny and Karwowski's well-established knowledge that activities of individuals are realized by goal-directed actions, informed either by mental or motor conscious processes, as objects of the cognitive psychology of skills and performances, systemic analysis is conducted and the learning from the students self-evaluation determined. The findings will provide additional insight in the design of virtual platforms serving as online classrooms for teaching-learning.
9
Pechočiak, Tomáš, Dana Országhová, Norbert Kecskés, and Janka Drábeková. "Evaluation of Distance Education in Mathematics at the Slovak University of Agriculture in Nitra." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.121.
Full textAbstract:
The COVID-19 pandemic has caused disruption of education systems, from elementary and secondary schools to colleges and universities. This situation also affects the education conditions at the Slovak University of Agriculture in Nitra. Teaching process has been transferred from full-time to distance learning in virtual space. The main goal of the paper was to analyze how students of economics study programs mastered mathematical topics in conditions of distance learning. Correlation coefficient and Mann-Whitney U test were used to identify relations and significance of differences between points obtained in preliminary written assignments as well as the overall study results. In both research groups, taught in Slovak and English, results showed strong correlations between the number of points in exam test and the total number of points. In the English taught group the second strong correlation was confirmed between the total number of points and the points sum for all preliminary assignments
10
Kim, Byungjoon, Jinkun Lee, and Emma Kloth. "Application of Virtual Reality to Instructions of Manual Lifting Analysis." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002064.
Full textAbstract:
Application of virtual and augmented reality has been popular in various areas such as education, entertainment, training, communication, design, therapy, and more. In education, particularly, virtual reality (VR) has been widely used by researchers or educators to create interactive instructions for interesting problem in alternatively real-like environments. Educators have recognized the potentials of VR to educational instructions in traditional classrooms where the environment of instructions would be limited to two-dimensional space and third-person’s view to a problem. Application of VR can allow students to be placed themselves into a virtual environment of interest with more immersive perception of problem conditions and application of instructions. In the literature, a considerable number of studies have applied digitalization technologies including virtual and augmented reality in design of process of workstations, manufacturing workplaces, and maintenance activities. In general, most of studies evaluated potentials of application of virtual reality from the perspective of fidelity, usability, and cost, but not from the perspective of effectiveness of instructions. In traditional instructions of manual lifting analysis, workplace or task conditions for manual lifting are usually given by statements, sometimes with pictorial descriptions. From the perspective of learners who need to investigate and analyze lifting tasks, it would be necessary to convert two-dimensional descriptions of task conditions into three-dimensional spaces for better understanding of tasks. However, the conversion would be limited with individual’s capability of imaginary perception. Providing virtual task environment for lifting task conditions to learners would be very helpful to understand underlying conditions for lifting task. The objective of this study was to design a teaching aid to improve instructions in virtual reality environments and to compare effectiveness of instructions between traditional instructions and virtual reality instructions. One exemplary lifting task published by Centers for Disease Control and Prevention was designed by using the Unity software. This example may be used by other educators to develop their own virtual instructions for different task analyses.
Reports on the topic "Space perception Study and teaching (Secondary)"
1
Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.
Full textAbstract:
Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).