Relevant bibliographies by topics / Technical disciplines teaching

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technical disciplines teaching'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Technical disciplines teaching"

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Tryfonova, O. M. "STEM ENVIRONMENT FOR TEACHING PHYSICAL AND TECHNICAL DISCIPLINES." Collection of scientific papers of Kamianets-Podilskyi National Ivan Ohiienko University. Pedagogical series, no. 24 (November 29, 2018): 37–40. http://dx.doi.org/10.32626/2307-4507.2018-24.37-40.

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Chikalina, V. K., and O. P. Mussakaev. "METHODS OF INTERACTIVE LEARNING IN TEACHING TECHNICAL DISCIPLINES." Scientific Papers Collection of the Angarsk State Technical University 1, no. 1 (June 13, 2019): 338–42. http://dx.doi.org/10.36629/2686-7788-2019-1-1-338-342.

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Гузненков and Vladimir Guznenkov. "Information technologies in graphic disciplines of technical university." Geometry & Graphics 1, no. 3 (December 3, 2013): 26–28. http://dx.doi.org/10.12737/2128.

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A structure and content of graphics teaching at technical university with information technologies use are considered in this paper. The necessity to meet the requirements related to information support of products’ life cycle is marked. Educational disciplines of graphic teaching in technical university have been considered and defined. It has been noted that the main feature of modern graphic teaching is a 3D-modeling, and the main purpose of graphics teaching upgrading is a significant increase in the quality of training without increasing the number of training hours. From this it follows that the basic requirement for the geometrical graphics training is significant expansion of modeling volume.
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Kozlov, Grigorii, and Mikhail Pushkarev. "Experience in teaching biological statistics." E3S Web of Conferences 210 (2020): 22039. http://dx.doi.org/10.1051/e3sconf/202021022039.

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The work summarizes the many years of experience in teaching the discipline “Biological statistics” to students - biotechnologists of the St. Petersburg State Institute of Technology (technical university). The paper provides data on the features of teaching the course and its relationship with other disciplines of the curriculum, topics of coursework performed by students, publication activity of students, integration of educational research work of students with topics of the university and industrial partners of the university, as well as attracting students to the development of the discipline.
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Vladlen, Devin, Tkachuk Vasil, and Skorobogatov Dmytro. "USAGE OF «GIM» SOFTWARE WHILE TEACHING "TECHNICAL MECHANICS" DISCIPLINE." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 7 (2019): 17–29. http://dx.doi.org/10.28925/2414-0325.2019.7.2.

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Technical Mechanics being a complex of fundamental general technical disciplines is the theoretical and scientific basis for the study and development of modern engineering. Using its laws and principles buildings, constructions, machines and equipment can be developed and researched. However, Technical Mechanics is the most difficult discipline to learn. The main difficulties of this course are based not only on the application of the principles of theoretical mechanics to complex mechanisms of different types but also the course stands out with its specific and particular features and also based on previously unknown terminology for students as well as is an introduction to the Mechanics of Machines in general. Difficulties in the acquisition of learning content are also caused by time constraints devoted to the study of this subject in higher technical educational institutions. Consequently, teaching Mechanical Engineering in today's context requires a widespread involvement of computer technologies into educational processes that meets the requirements of intensification of students’ individual study and diversifies forms and means of learning, motivates students and optimizes their learning process. The problem of the research is to identify the possibilities of intensifying the process of teaching Technical Mechanics which is a fundamental discipline for other special courses in Technical Institutes using computer training software GIM. The article justifies the feasibility of using GIM software during Technical Mechanics course by students of engineering and technical higher education institutions. GIM software is used during practical classes to support and supplement theoretical lectures; GIM functions as an educational supplementary tool to enhance students' knowledge. Training of first and second year students of general engineering disciplines based on GIM computer training program enhances the professional culture of the future specialist, stimulating his need for continuous self-improvement. New educational technologies are an effective method of teaching students and help better understanding of the subject, promotion and spreading of scientific knowledge
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Mirzalievich, Mambetov Rashid, and Tanjariva Rano Akramovna. "Method of teaching technical disciplines in higher educational institutions." Asian Journal of Multidimensional Research (AJMR) 9, no. 5 (2020): 139. http://dx.doi.org/10.5958/2278-4853.2020.00159.7.

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Drozdov, Yu N., N. V. Lukashina, and T. I. Nazarova. "Using the achievements in tribology for teaching technical disciplines." Journal of Machinery Manufacture and Reliability 40, no. 2 (April 2011): 97–101. http://dx.doi.org/10.3103/s105261881102004x.

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Popov, A. A., S. N. Masaev, D. A. Edimichev, and E. V. Musiyachenko. "Active methods of teaching technical disciplines in educational organizations." Journal of Physics: Conference Series 1691 (November 2020): 012204. http://dx.doi.org/10.1088/1742-6596/1691/1/012204.

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Soldatov, Boris, and Natalya Soldatova. "Distance education didactic principles application in teaching." E3S Web of Conferences 273 (2021): 12031. http://dx.doi.org/10.1051/e3sconf/202127312031.

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The present article analyzes the distance teaching didactic possibilities for foreign language educational process organization. The authors consider the main foreign languages distance teaching components and describe the “Foreign language” academic discipline characteristic features. Moreover, the authors describe the distance learning specifics, taking language disciplines subject features into account, and provide a detailed analysis of the foreign languages distance teaching process components. The importance of various interaction means between a teacher and a student in the foreign language online learning process, including e-mail, Skype, Google Docs, Zoom, Teams and Moodle platforms, is stressed. The Moodle platform application is researched on the example of the language disciplines electronic test control organization at Russian Customs Academy Rostov branch and at Don State Technical University. The interactive methods application in foreign language online teaching is described on the example of classes held in the form of chats, web classes and webinars. The article describes an experiment conducted at Don State Technical University on the project technology application within the “Project Activity Fundamentals” discipline framework in the 1st-year “Linguistics” students’ groups. As a result of the project activities, projects-presentations were prepared in English on the topic “My career opportunities in the foreign languages field” and a course module for distance learning in the “Foreign language in the professional sphere” discipline for of non-language faculties students was presented. Basing on the distance teaching components analysis and the ways of their application, the authors arrived at the conclusion that carefully selected didactic tools ensure the organization, students ’ activities regulation and their language disciplines educational material content assimilation.
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Sorokina, Anna. "TO THE QUESTION OF TEACHING LEGAL DISCIPLINES IN TECHNICAL UNIVERSITIES." Bulletin of the Angarsk State Technical University 1, no. 15 (January 12, 2022): 255–58. http://dx.doi.org/10.36629/2686-777x-2021-1-15-255-258.

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The article indicates the need to study legal disciplines for students in all areas of training. The problems of improving the teaching of legal disciplines in a technical university are considered. Measures are proposed to change the content, structure and volume of objects
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Dissertations / Theses on the topic "Technical disciplines teaching"

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Mandebura, Faina. "Information technologies and technical disciplines teaching techniques." Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14696.

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The research deals with technical disciplines teaching techniques. The main objective of technical education can be considered as the formation of technical thinking, and its result – scientific-based practical activity.
Дослідження стосується методики викладання технічних дисциплін. Основною метою технічної освіти можна вважати формування технічного мислення, а його результат – науково обґрунтовану практичну діяльність.
Исследование посвящено методике преподавания технических дисциплин. Основной задачей технического образования можно считать формирование технического мышления, а его результат – научно-практическую деятельность.
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Zaletska, Anna. "Educational competitions as a component of teaching methods for technical disciplines." Thesis, Бердянський державний педагогічний університет, 2019. https://er.knutd.edu.ua/handle/123456789/14697.

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The research touches upon educational competitions in technical disciplines for children as active means of influencing the development of gifted children. Each competition has a specific purpose, which determines its orientation.
Дослідження стосується навчальних змагань з технічних дисциплін для дітей як активного засобу впливу на розвиток обдарованих дітей. Кожен конкурс має конкретну мету, яка визначає його спрямованість.
В исследовании рассматриваются образовательные конкурсы по техническим дисциплинам для детей как активные средства воздействия на развитие одаренных детей. Каждый конкурс имеет определенную цель, которая обуславливает его направленность.
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Kolisnyk, K., R. Tomashevskyi, O. G. Avrunin, Ya Nosova, О. Г. Аврунін, and Я. В. Носова. "Virtual biomedical laboratory research in distance learning." Thesis, НТУ «ХПІ», 2020. http://openarchive.nure.ua/handle/document/13941.

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One of the most promising directions in this direction is a panoramic view. The use of interactive control and high resolution allows you to realize the key advantage of such panoramic video - the effect of presence. Considering that medicine often uses expensive equipment, access to which is limited for development, as well as various new approaches and methods, for example, in surgical treatment, which must be demonstrated to acquire practical skills, it is advisable to use panoramic teaching video for these purposes.
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Gutnyk, M. V. "Development of polytechnical education on the territory of modern Ukraine." Thesis, Національний технічний університет "Харківський політехнічний інститут", 2019. http://repository.kpi.kharkov.ua/handle/KhPI-Press/48130.

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Oliveira, Luciane Kawa de. "Contribuições do ensino por projetos na disciplina de controle e proteção ambiental no curso Técnico em Edificações." Universidade Tecnológica Federal do Paraná, 2015. http://repositorio.utfpr.edu.br/jspui/handle/1/1561.

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Acompanha: Contribuições do ensino por projetos na formação do técnico em edificações.
Este estudo surgiu em decorrência da grande resistência dos alunos do Curso Técnico em Edificações em relação à disciplina de Controle e Proteção Ambiental, no ano de 2012, por abordar temas pertinentes à sustentabilidade na área da construção civil. Buscando desmistificar o conceito antagônico pré-concebido sobre o assunto, utilizou-se como estratégia o ensino por projetos. Dessa forma, o objetivo geral deste estudo foi verificar quais as contribuições do ensino por projetos na disciplina de Controle e Proteção Ambiental para a formação do Técnico em Edificações. O estudo foi desenvolvido com 16 alunos do 4º Período do Curso Técnico em Edificações, modalidade subsequente ao Ensino Médio, de um Colégio Público da cidade de Ponta Grossa, no Paraná, durante o segundo semestre letivo do ano de 2013. A abordagem metodológica foi qualitativa de natureza interpretativa. Os dados e observações pertinentes à pesquisa foram registrados em forma de notas de observação e reflexão, relatos de alunos, fotos, vídeos, depoimentos de alunos e professores de outras disciplinas, questionários e avaliações sobre a elaboração e desempenho dos alunos e dos grupos durante a realização dos projetos, sendo realizados em diferentes momentos dependendo da atividade, durante todo o semestre. As atividades desenvolvidas neste estudo foram divididas em duas partes, sendo a primeira, referente ao projeto de ensino desenvolvido pelo professor junto aos alunos, composto por 13 momentos, nos quais foram trabalhados conceitos pertinentes à sustentabilidade e proteção ambiental na construção civil, buscando desenvolver e/ou acessar subsunçores existentes nos alunos em relação à temática para o prosseguimento das atividades na segunda parte. A segunda parte refere-se aos três projetos de trabalhos realizados pelos alunos, os quais se dividem em três fases cada um, a partir dos conceitos de sustentabilidade na construção civil. Para a realização do estudo, foram utilizadas ao todo 82 aulas durante o semestre letivo, composto de quatro aulas semanais. Os principais resultados dos projetos P1, P2 e P3 evidenciaram a contribuição do ensino por projetos na disciplina de Controle e Proteção Ambiental, no efetivo desenvolvimento de habilidades e competências de sustentabilidade nos alunos, por meio da identificação e aperfeiçoamento das características como a persistência, o comprometimento, a realização, a busca de oportunidade e iniciativa, a exigência de qualidade e eficiência, entre outras. Em relação à aprendizagem, foram identificados nos trabalhos de conclusão de curso dos alunos temas referentes à disciplina, e ou reflexões pertinentes a ela, nos mais variados temas escolhidos. Outro resultado foi a elaboração de um guia didático para a utilização do ensino por projetos, aplicável ao curso técnico, intencionado a desenvolver habilidades e competências e de sustentabilidade, possibilitando a formação omnilateral do aluno.
This study arose due to the great resistance of the students of the Technical Course in Buildings regarding the discipline of Control and Environmental Protection, in 2012, by addressing issues relevant to sustainability in the construction area. Seeking demystify the preconceived antagonistic view of the occasion, was used as a strategy for teaching projects. Thus, the general objective of this study was to verify which the contributions of teaching by projects in the discipline of Control and Environmental Protection for the formation of the Technical in Buildings. The study was conducted with 16 students of the 4th Course Period Technician Building, subsequent mode to High School, a Public School in the city of Ponta Grossa, Paraná, during the second semester of 2013. The methodological approach was qualitative interpretative nature. The data and relevant comments to the survey were recorded in the form of observation notes and reflection, students reports, photos, videos, testimonials from students and teachers of other subjects, questionnaires and reviews on the preparation and performance of students and groups during realization of projects being carried out at different times depending on the activity, throughout the semester. The activities developed in this study were divided into two parts, the first being, concerning the teaching project developed by the teacher to the students, with 13 times, which were worked concepts pertinent to the sustainability and environmental protection in the construction industry, to develop and / or access existing subsumers in students in relation to the theme for the continuation of activities in the second half. The second part refers to the three projects of works done by the students, which are divided into three stages each, from the concepts of sustainability in construction. For the study, were used in all 82 classes during the semester, consisting of four weekly classes. The main results of the projects P1, P2 and P3 showed the contribution of education for projects in the discipline of Control and Environmental Protection, the effective development of skills and competence of sustainability in students, by identifying and improving characteristics such as persistence, commitment, achievement, the search for opportunity and initiative, the demand for quality and efficiency, among others. In relation to learning, has been identified in subjects students of completion of course work on the subject, and or relevant reflections to it, in various chosen topics. Another result was the development of a teaching guide for the use of teaching by projects applicable to the technical course, intended to develop skills and competencies and sustainability, enabling omnilateral student education
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Buss, Cristiano da Silva. "As mudanças curriculares no Curso Técnico em Agropecuária do CAVG produzidas pelas reformas de 1997 e 2004 e suas implicações na disciplina e no ensino de Física." Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1627.

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This dissertation analyzes the curricular changes and their interrelations with the curricula and the teaching of Physics that occurred in the Agricultural Technical Course at Campus Pelotas Visconde da Graça (CAVG) at Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSUL) in Pelotas, Rio Grande do Sul, Brazil. This work focus on the last changes that took place in the legislation of mid-level professional education found on Decrees 2.208/97 and 5.154/2004, and on the Program of Life School Assessment (PAVE) that is used at Universidade Federal de Pelotas (Federal University). Based on a qualitative approach, this research uses data collection techniques such as semi-structured interviews with 8 teachers, two group discussion run with students that are about to finish the course focus of this study and documentary analysis. Thus, an attempt was made to observe how individuals appropriate, convey meaning and assimilate the curricula reforms and how their adjustments to this new scenario interfere in the subject and teaching of Physics at the campus. It could be observed that teachers that are in charge of the Technical Subjects and the Propedeutic subjects conveyed different meanings in relation to the reform, each group tried to keep the power occupied by their subjects. The recontextualization of an official policy used to rebuilt the Integrated curricula ended up being based on the tradition of the Course, on the Physics syllabus and on the local peculiarities, such as, the PAVE program. I discuss all these aspects supported by a Foucaultian framework in which the action of the teachers can be interpreted as power relations towards the curricula, tensions related to the right to produce truths, to impose meanings and subjectivation.
Esta dissertação analisa as mudanças curriculares e suas interrelações com o currículo e o ensino de Física no Curso Técnico em Agropecuária do Campus Pelotas Visconde da Graça (CAVG), no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense (IFSul) em Pelotas, RS Brasil. O foco do trabalho se processa em decorrência das últimas reformas na legislação da educação profissional de nível médio a partir dos Decretos 2.208/97 e 5.154/2004, e do Programa de Avaliação da Vida Escolar (PAVE), da Universidade Federal de Pelotas. Com base em uma abordagem qualitativa, a investigação utiliza como técnicas de coleta de dados entrevistas semi-estruturadas com 8 professores, 2 grupos de discussão com alunos concluintes do curso estudado e análise documental. Com isso, procurou-se observar e entender como os indivíduos se apropriam, dão significação e assimilam as reformas curriculares e como esses ajustes implicam e interferem na disciplina e no ensino de Física da Instituição. Pôde-se perceber que os professores responsáveis pelas Áreas Técnica e Propedêutica construíram significados diferentes em relação à reforma, que cada um dos grupos operou no sentido de manutenção do poder e da posição ocupada no interior do curso em questão. A recontextualização da política oficial em torno da construção de um Currículo Integrado acabou levando em conta a força da tradição do Curso, do currículo de Física e as peculiaridades locais, como, por exemplo, o PAVE. Abordo na análise todos esses aspectos apoiado num referencial foucaultiano em que as ações dos professores podem ser interpretadas como relações de poder em torno do currículo, tensionamentos em busca do direito de produzir verdades, de impor significados e subjetivações.
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Araujo, Luis Gustavo de Jesus. "Uma Abordagem em Espiral para Disciplinas Iniciais de Programa??o na Educa??o Profissional em Inform?tica." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/696.

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Teaching programming is a great challenge in every educational stage and in several institutions of the world, being a general problem in the area of computing education. In the Brazilian Informatics vocational high school programs, historical issues of the Professional Education System in Brazil make this problem even harder. With these issues in mind, we proposed and evaluated a teaching approach based on spiral learning associated with programming environments for novices and contexts relevant to students, aiming to improve motivation and learning in programming courses. Three case studies were carried out: one in Midlle School, and two in vocational high school programs in Informatics in Feira de Santana, Bahia, Brazil. The case studies were split into three contextualized blocks, where programming content was learned through a context, using appropriate tools. Contexts such as games, geometric figures and images were used, as well as Scratch, JES and PPlay tools. Given the qualitative and quantitative nature of this research, we used sur- veys, interviews, observations, evaluations and logbooks to obtain the data. Results on motivation are described in terms of the ARCS model (Attention, Relevance, Confidence and Satisfaction), and the results on learning are described from student exams and qualitative data. Results point to high levels of motivation during the whole approach and to the influence in student motivation of either maintaining or changing context and tools used in each block. Regarding learning, results demonstrate that the approach has enhanced learning of some concepts. One noti- ces that Scratch helped in understanding Functions, Select and Repeart Structures, and that the use of the Python language led to better understanding of Variables and Relational Operators. About object-oriented programming concepts, students showed ease with Classes, Constructors, Objects and Variables. This study also reveals the mutual influence between student motivation and learning. The results, materials, research design and the courses presented in this work may contribute to the design of other vocational courses and to the research on teaching and learning programming.
O ensino de programa??o ? um grande desafio em todas as modalidades de ensino e em v?rias institui??es de diversos pa?ses, configurando-se como um problema geral na ?rea de Computa??o. Nos cursos t?cnicos em inform?tica brasileiros, somam-se os problemas hist?ricos da Educa??o Profissional no Brasil. Diante destes problemas, buscou-se a motiva??o e o aprendizado em disciplinas de programa??o, atrav?s de uma abordagem se ensino em espiral e contextualizada. Foram realizados tr?s estudos de caso: um, no ensino Fundamental, e dois, em cursos t?cnicos de Inform?tica, no munic?pio de Feira de Santana, Bahia. Os estudos de caso foram divididos em tr?s blocos contextualizados, onde estudavam-se conte?dos de programa??o atrav?s de um contexto, usando ferramentas apropriadas. Foram utilizados contextos como Jogos, Figuras geom?tricas e Imagens, assim como as ferramentas Scratch, JES e PPlay. Tendo em vista o car?ter qualitativo e quantitativo da pesquisa, utilizamos question?rios, entrevistas, observa??es, avalia??es e di?rios de bordo para obten??o dos dados. Os resultados sobre motiva??o s?o descritos em termos do modelo ARCS (Aten??o, Relev?ncia, Confian?a e Satisfa??o), enquanto que os resultados sobre aprendizagem s?o descritos a partir das avalia??es e dos dados qualitativos. Os resultados apontam para altos ?ndices de motiva??o, durante toda a abordagem e para a influ?ncia direta da manuten??o ou mudan?a do contexto e das ferramentas, utilizadas nos blocos, na motiva??o dos estudantes. Quanto `a aprendizagem, os resultados demonstram que a abordagem potencializou a aprendizagem de alguns conceitos. Percebe-se que o Scratch auxiliou na compreens?o de Fun??o, Estruturas de Repeti??o e Sele??o e que o uso da linguagem Python possibilitou uma maior compreens?o sobre Vari?veis e sobre Operadores Relacionais. Quanto ? orienta??o a objetos, os estudantes apresentaram facilidades em Classes, Construtores e Objetos. Este estudo revela ainda, rela??es de influ?ncia entre a motiva??o dos estudantes e a aprendizagem. Espera-se que os resultados, os materiais e o design da pesquisa e das disciplinas, aqui apresentados, possam contribuir para a concep??o de disciplinas de programa??o em outros cursos t?cnicos e para a investiga??o sobre o ensino-aprendizagem de programa??o.
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Martynchuk, Oksana, and Natalia Syrota. "Review of possible methods for teaching technical disciplines by english for foreign students." Thesis, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36308.

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Dvořáková, Pavlína. "Problémy začínajících učitelů." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-353207.

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The present thesis Problems Faced by Beginning Teachers deals with the issue of beginning teachers and their problems in their first years of teaching. The aim of this paper is to identify key problems of beginning teachers. An analysis of scientific literature and other relevant documents, questionnaires and narrative interviews with beginning teachers were used to achieve a project objective. The thesis is divided into five chapters. The first chapter focuses on the concept of a teacher and their professional development. The second chapter describes teacher training, the third one deals with a role of mentors and the fourth chapter presents some potential problems that beginning teachers might face. The problems could be divided into several different categories, for instance, teaching problems, organizational problems, material and technical problems and social problems. The fifth chapter involves empirical research in the form of questionnaires, narrative interviews and my own introspection. The respondents are beginning teachers who are in their first five years of teaching experience.
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Books on the topic "Technical disciplines teaching"

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Poirrier, Gail P. Writing-to-learn: Curricular strategies for nursing and other disciplines. New York: NLN Press, 1997.

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Cury, Helena Noronha, and Andréia Maria Pereira de Oliveira. Disciplinas matemáticas em cursos superiores: Reflexões, relatos, propostas. Porto Alegre: EDIPUCRS, 2004.

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Christopher, Curchy, ed. Educator's survival guide for television production and activities. Westport, Conn: Libraries Unlimited, 2003.

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Bahls, Patrick. Student Writing in the Quantitative Disciplines: A Guide for College Faculty. Wiley & Sons, Incorporated, John, 2012.

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Bahls, Patrick. Student Writing in the Quantitative Disciplines: A Guide for College Faculty. Wiley & Sons, Incorporated, John, 2012.

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Bahls, Patrick. Student Writing in the Quantitative Disciplines: A Guide for College Faculty. Wiley & Sons, Incorporated, John, 2012.

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Staples, Katherine, and Cezar M. Ornatowski. Foundations for Teaching Technical Communication: Theory, Practice, and Program Design (ATTW Contemporary Studies in Technical Communication). Ablex Publishing, 1997.

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Staples, Katherine, and Cezar M. Ornatowski. Foundations for Teaching Technical Communication: Theory, Practice, and Program Design (Attw Contemporary Studies in Technical Communication). Ablex Publishing, 1997.

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Katherine, Staples, and Ornatowski Cezar, eds. Foundations for teaching technical communication: Theory, practice, and program design. Greenwich, Conn: Ablex Pub. Corp., 1997.

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Poirrier, Gail P. Writing-To-Learn: Curricular Strategies for Nursing and Other Disciplines (National League for Nursing Series (All Nln Titles). Jones & Bartlett Publishers, 1997.

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Book chapters on the topic "Technical disciplines teaching"

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Wang, Meijia. "Exploration on Teaching Design of Linear Algebra Under the Concept of New Engineering and Technical Disciplines." In Application of Intelligent Systems in Multi-modal Information Analytics, 1122–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15740-1_143.

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Parry, Keith D., Jessica Richards, and Cameron McAuliffe. "Real-Time, Real World Learning—Capitalising on Mobile Technology." In Applied Pedagogies for Higher Education, 371–93. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_16.

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Abstract Parry, Richards and McAuliffe critique an active learning approach that makes use of mobile technology and augmented reality to enhance students’ real-world learning. Students are now bringing a variety of mobile technology into the classroom and the chapter discusses the challenge of maintaining students’ interest and engagement when they can be connected to the world outside the classroom via electronic devices. Although sometimes a distraction, embracing the use of Web 2.0 technologies can provide the “highly active and participatory experiences” that today’s students are searching for (Brill & Park. Facilitating engaged learning in the interaction age taking a pedagogically disciplined approach to innovation with emergent technologies. International Journal of Teaching and Learning in Higher Education, 20(1), 71. 10.12691/education-4-1-9). The chapter explores the use of Web 2.0 technologies and their use to upskill students in the technical complexities of the digital world and the use of specialised online discourses suitable for real world learning and working.
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Fornasiero, Marianna, Federico Malucelli, and Isabella Sateriale. "Perspective Chapter: Teaching Intuition and Creativity - An Interdisciplinary and Playful Approach." In Creativity [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103144.

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The students attending the Italian technical and vocational high schools have often a critical behavior towards the classes of Mathematics and Italian. They usually believe that these disciplines are sterile and marginal with respect to their main interests that rely on subjects characterizing their professional choice. We made some experiments intended to wake up the interest and reactivate the lost creativity in these two disciplines. We report on an interdisciplinary experience in the first-year class of a technical high school where we introduced a series of games in the classes of Mathematics and Italian, with the intent of stimulating creativity and empowering the students. In Maths, we applied the puzzle-based learning technique. In Italian, we used the creative writing technique. Despite the limited time devoted to this experience, the outcomes have been extremely positive.
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Krylov, Eduard. "On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 79–96. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch005.

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Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.
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Krylov, Eduard. "On Integrative Bilingual Teaching of a Foreign Language and Engineering at a Technical University." In Research Anthology on Bilingual and Multilingual Education, 176–93. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch010.

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Integrative bilingual teaching/learning of foreign language and engineering disciplines at a technical university provides a good opportunity for students of the personal growth both in cognitive and communicative aspects, which contributes to their better positions in the labor market. To put this opportunity into practice, the educators should have clear ideas about the goal of this educational process, psychological aspects accompanying the process, conditions of its implementation, basic units of teaching/learning, means of monitoring, assessment, and control and some others. All these components of methodology are discussed in this chapter.
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DiMarco, J. "Teaching Computer Graphics and Multimedia." In Multimedia Technologies, 41–56. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-953-3.ch006.

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This chapter defines and examines situations, problems, and processes faced by teachers of technology. Based on experience teaching at three colleges with different economic, academic, ethnic, and financial attributes, this chapter provides stable and practical approaches to solving common issues. Each school environment and student population presents different technical and interpersonal challenges. Real experiences involving set up of college laboratories, development of digital curriculum, and creation of accredited programs are highlighted and transferred into tangible strategies. If you are new to teaching digital subjects, this text may help you get started. If you are an experienced teacher, this may bring you a new strategy or perspective. Ultimately, this chapter aims to assist student teachers, experienced teachers, artists, information technologists, and computer scientists in becoming stronger in transferring knowledge and skills in the digital realm. In addition, the chapter hopes to invite scholars and educators to explore teaching computer graphics and multimedia within the context of their own disciplines.
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Maboe, Kefiloe Adolphina. "Students' Support in an ODeL Context." In Modern Technologies for Teaching and Learning in Socio-Humanitarian Disciplines, 114–37. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7841-3.ch006.

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Open distance and e-learning (ODeL) gives students who occupy multiple roles and are affected by the barriers of distance, cost, and time an opportunity to pursue their studies; these students are called distance students. For them to be successful as distance students, knowledge of technology is important as teaching and learning is conducted online and students are expected to interact actively online. There is no value if you have knowledge of technology as a distance student but do not interact online. The student must actively interact with peers, lecturers, study materials, and the university; failure to do so will affect learning and teaching negatively. Most students do not interact online. ODeL institutions prescribe technological tools for the students to interact online, but they lack academic, administrative, and technical support, which is a concern. ODeL institutions must commit themselves to always supporting distance students – academically, cognitively, administratively, institutionally, and affectively.
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Fletcher Jr., Edward C., and Yenni Djajalaksana. "Predictors of Instructional Strategy Use of Faculty in Career and Technical Education Programs." In Business Education and Ethics, 591–611. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch032.

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The purpose of this research study was to identify potential signature pedagogies in the field of CTE as well as specific disciplines within CTE, and to explain instructional strategy use by faculty's demographic characteristics, course delivery modes, and academic discipline. Based on a national survey of CTE faculty teaching at the postsecondary level, this study found faculty which teach in family and consumer sciences education are significantly more likely to use authentic reflective assessments; Engineering and technology education faculty are significantly more likely to implement knowledge acquisition activities; career and workforce education faculty are significantly more likely to infuse online activities in their courses; and business and/or marketing education faculty are significantly more likely to integrate research, group and discussion-based, knowledge acquisition, and online activities. Findings point to a need for faculty to continue considering alternatives pedagogies which create more engaged courses and maximize student learning.
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Correia, Eduardo, and Ricky Watson. "Problem-Based Learning in a Technical Course in Computing." In Advancing Education with Information Communication Technologies, 295–304. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-468-0.ch024.

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Problem-based learning has been well-documented, from its early days in the teaching of medical professionals to its more recent use in other disciplines. It has been adopted in many educational institutions because it gives students a realistic problem and provides opportunities to translate knowledge into solutions. This article is a case study of this approach at a second-year technical course, in which members of the class were divided into groups and given a scenario concerning a fictitious organisation about to embark on a major upgrade to its existing and problematic networking infrastructure. The course consisted of two parts. The first group was provided with a set of virtual machines to upgrade, and the second group chose and implemented a major technology on this newly upgraded network. The authors outline how problem-based learning is used in this context in a way that informs the teaching of any technical computing course.
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Dai, Zhaihuan, Fengfeng Ke, Chih-Pu Dai, Mariya Pachman, and Xin Yuan. "Role-Play in Virtual Reality." In Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education, 143–63. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5043-4.ch007.

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The affordances of computer-based virtual reality (VR) make it a natural fit for role-play. Although role-play has been commonly used in VR-based learning environments, the discussion of design details and guidelines is limited. In this chapter, the authors present a design case and aim to share their experiences of designing role-play in OpenSimulator-supported VR during a three-year design project for providing teaching training to graduate teaching assistants in STEM disciplines. The design of role-play bridges the technical and pedagogical affordances of VR. The authors discuss the design details from several aspects, including the formulation of role-play, types of role-play, and implementation. The authors also report the success and constraints in implementing role-play. With this design case, the authors intent on sharing the knowledge about the design and practice of VR-based role-play.
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Conference papers on the topic "Technical disciplines teaching"

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Zhuykova, O., P. Bozek, E. Sosnovich, and E. Akhmedzianov. "Applying Additive Technologies to Teaching Graphic Disciplines in a Technical University." In 2019 17th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2019. http://dx.doi.org/10.1109/iceta48886.2019.9040094.

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Das, Shuvra. "Teaching Mechatronic System Modeling: A Fifteen-Year Journey." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-67326.

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Abstract Most innovations happen at the intersections of disciplines. New products get designed through synergistic integration of multi-disciplinary concepts. For example, in today’s automobiles purely mechanical systems have been replaced by “by-wire” devices that are software controlled, lighter, more efficient, and reliable. While engineering disciplines are merging seamlessly in real world products, academic silos are mostly still intact. At University of Detroit Mercy, we have broken down some silos by launching the Robotics and Mechatronics Systems Engineering major. Mechatronic Systems Modeling is a mandatory course in this major. This course uses a technique of power flow called bond graphs to model mechatronic systems. This technique is not discipline specific and students with different disciplinary background can easily understand and master it. Recently, the use of Simscape, a MATLAB/Simulink tool for physical system modeling has also been added to this course. The use of these two tools in complex system modeling tasks helps students develop an understanding of engineering system behavior by moving beyond the narrow boundaries of individual disciplines. This paper describes the course content and structure, the modeling methods, selected student projects, some of the lessons learned, and several offshoot activities that have resulted from this course.
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Shaydullina, Rimma Makmunovna. "Problems of Teaching Economic Disciplines to International Students at a Technical University." In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200723.069.

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Азиева, Р. Х., Л. Л. Гишкаева, and Х. Э. Таймасханов. "THE ROLE OF ECONOMIC THEORY IN A TECHNICAL UNIVERSITY." In «АКТУАЛЬНЫЕ ВОПРОСЫ СОВРЕМЕННОЙ НАУКИ: ТЕОРИЯ, ТЕХНОЛОГИЯ, МЕТОДОЛОГИЯ И ПРАКТИКА». Международная научно-практическая онлайн-конференция, приуроченная к 60-ти летию член-корреспондента Академии наук ЧР, доктора технических наук, профессора Сайд-Альви Юсуповича Муртазаева. Crossref, 2021. http://dx.doi.org/10.34708/gstou.conf..2021.13.34.049.

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Независимо от общепризнанной ценности базовых экономических дисциплин, в особенности экономической теории, ее преподавание как непрофильной в технических вузах в современных условиях имеет свое проблемное поле, связанное с выбором единства теоретических, методических и организационных вопросов.В связи с этим в работе аргументирована целесообразность и важность преподавания экономической теории студентам технических специальностей и предложены основные направления и пути решения поставленных проблем. Regardless of the generally recognized value of basic economic disciplines, especially economic theory, teaching it as a non-core discipline in technical universities in modern conditions has its own problem field associated with the choice of the unity of theoretical, methodological and organizational issues.In this regard, in this work the expediency and importance of teaching economic theory to students of technical specialties is argued and the main directions and ways of solving the problems posed are proposed.
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Zehetmeier, Daniela, Axel Böttcher, Kathrin Schlierkamp, and Veronika Thurner. "Teaching Abstraction." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2770.

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Many technical disciplines require abstraction skills, such as the ability to deduce general rules and principles from sets of examples. These skills are the basis for creating solutions that address a whole class of similar problems, rather than merely focusing a single specific instance. Experience shows that many freshmen students are ill equipped with these skills. Therefore, we developed an intervention that systematically teaches abstraction skills to students, and applied our approach to a cohort of freshmen students in computer science.
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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.

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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in their employment in the oil and gas industry and academia. There is no point for students in going to school for a degree that will not hand them a competitive edge within their discipline. For graduate PEs, the job market is dependent on the quality of their respective academic programs and by extension to the quality of the teaching faculty. A steady oil and gas job market may not necessarily warrant robust employment opportunities, particularly straight after graduation. In a discipline like PE, where almost everything that matters takes place thousands of feet underground, apportioning credit for successes or responsibility for failures is itself a challenge. Decreases in student enrollments in PE programs reported by various universities during times of low oil and gas prices poses questions about the future of the PEs discipline, despite the steady demand for oil and gas in the world's energy mix. Academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with practitioners to provide the correct balance between theory and practice in their coursework ensuring that once employment opportunities are created, they get filled with candidates of relevant education and training. PE degree-holding candidates should be the natural first choice for PE positions. This means that their educational and professional backgrounds should be providing them with an undisputed advantage which places them a leg above candidates from other disciplines. For instance, for a well completions job opening, there should not be a better alternative than a good PE specialized in well completions. If every PE graduate comes out of his or her program with a skillset which is superior to that of his or her competition, he or she will be the preferred choice for an oil and gas job.
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Ksenia, Zayachkovskaya, and Ekaterina Budnik. "Context Boards in the Teaching Foreign Languages and Philological Disciplines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3104.

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Developing modern technologies in the education sector requires brand new decisions to improve the proceeding and memorise information. The accelerated study rate reduces the amount of concentration and accessible time, so an average student experiences difficulty gathering knowledge and required skills. When placed in such conditions, students and teachers find extraordinary methods for lessons and exercises to simplify acquiring knowledge and fulfilling all the tasks. The Context Board represents the specified topics and provides the ability to disclose a sufficient level of knowledge appropriately. The mentioned draft is based on different ways of memorising and popular technical capacity. The main purpose of this study is to determine the optimal method of the material presentation within the framework of the developed project. The experiments have shown the overall effectiveness of the context boards. The method itself takes into consideration the features of persons with different types of information perception. It is also essential that organising the specified and requested topics allows to systematise information and realise all the significant connections between different subjects and choose the study format. Keywords: context board, educational technology, thematic board, memorisation techniques
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Khan, Md Shahadat Hossain, and Sue Gregory. "New way of investigating ICT- enhanced teaching in TAFE Australia: Disciplinary focused." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0132.

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Teachers’ ways of using ICT (Information and Communication Technology) in various disciplines is a recent issue in the higher educational research paradigm. In order to extend previous findings in relation to this issue, this research proposes an in-depth investigation focusing on vocational teachers’ qualitatively diverse ways of using ICT in different disciplines. A cohort of 11 teachers from three TAFE (Technical and Further Education) institutions of NSW, Australia, were purposively chosen aiming to ensure adequate variations in disciplines, gender, and experience of using ICT. The phenomenographic research approach was considered as the theoretical and methodological underpinning which guided the participant selection, data collection and data analysis. The findings revealed that disciplines have very limited influence on using ICT in TAFE teaching. It further discerned four categories of description: tool, content, subject, and student focused. The findings provide useful information towards improving vocational teaching practices in different disciplines and working as an input for improving teacher professional development program (TPD). In order to generalise these findings, an extended research with a wider sample is recommended.
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Terpenny, Janis P., and Richard M. Goff. "Preparing Future Faculty for Teaching Engineering Design." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85221.

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This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.
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Li, Timothy, Nilanjan Raghunath, Katja Hölttä-Otto, Asli Arpak, Suranga Nanayakkara, and Cassandra Telenko. "Teaching Interdisciplinary Design Between Architecture and Engineering: Finding Common Ground While Retaining Disciplinary Expertise." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46873.

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Many educators agree that developing an interdisciplinary design curriculum is critical in creating the next generation of design professionals. However, literature surrounding the pedagogical challenges to undergraduate interdisciplinary design courses is limited. In this paper we study the initial challenges in developing and delivering an interdisciplinary design course. We observe from the perspective of the educators and the students in a newly synthesized co-taught design course that combines both architecture and engineering disciplines. Through exploratory observations and analysis of student and instructor feedback throughout the semester, our findings suggest that disciplinary boundaries often influence pedagogical styles despite a concerted effort to create an interdisciplinary course that focuses on design. Despite agreement to interdisciplinary design teaching through shared lectures and activities, individual teaching methods varied, impacted by pedagogical norms from their respective disciplines. In response, students had mixed reactions to the varying presentation methods and critique feedback. This study, while preliminary in assessment, raises many questions about the challenges of teaching interdisciplinary design courses.
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Reports on the topic "Technical disciplines teaching"

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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information system for investment analysis are presented and given: input information, information processing system, output information, which creates a closed cycle (system) of direct and feedback interaction. The information processing system is represented by accounting and analytical data management blocks. The investment analysis chatbot will help masters of the specialty system analysis to manage the investment process efficiently based on making the right decisions, understanding investment analysis in the extensive structure of financial management and optimizing risks in these systems using a working mobile application. Also, the chatbot will allow you to systematically assess the disadvantages and advantages of investment projects or the direction of activity of a system analyst, while increasing interest in performing practical tasks. A set of software for developing a chatbot integrated into training is installed: Kotlin programming, a library for network interaction Retrofit, receiving and transmitting data, linking processes using the HTTP API. Based on the results of the study, it is noted that the impact of integrating a chatbot into the training of Masters ensures the development of their professional activities, which gives them the opportunity to be competent specialists and contributes to the organization of high-quality training.
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Rashevska, Natalya V., and Vladimir N. Soloviev. Augmented Reality and the Prospects for Applying Its in the Training of Future Engineers. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2671.

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The education system of Ukraine is closely linked with the world education trends, therefore it requires constant renewal and expansion. One of the progressive areas of organizing studying process is creating the studying environment which will allow students to reveal their intellectual potential while searching for the necessary knowledge. That’s why the purpose of the article is analysis of the concept of augmented reality and prospects of its application in the process of training future engineers. The object of study is the system of training future engineers and the subject is using of augmented reality technologies in the process of training future engineers. The research method is analyzing the impact of the augmented reality technologies on the training future engineers. During the research, we have identified positive aspects of the augmented reality technologies in the process of training future engineers. We have defined the stages of creating some methodical system components of teaching fundamental disciplines in the higher technical school through interdisciplinary integration and technologies of augmented reality.
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