Literatura académica sobre el tema "Developmental didactical engineering"
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Artículos de revistas sobre el tema "Developmental didactical engineering"
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Czok, Valerie, Manuel Krug, Sascha Müller, Johannes Huwer, Stefan Kruse, Wolfgang Müller y Holger Weitzel. "A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching". Education Sciences 13, n.º 9 (11 de septiembre de 2023): 926. http://dx.doi.org/10.3390/educsci13090926.
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As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality application designs. Based on an extensive literature review followed by focus group discussions with experts, the evaluation matrix combines domain-specific aspects, technical features, and subject and media didactical principles to determine seven select parameters. This ensures adequate coverage of the broad range of key considerations in the development of augmented reality technology for science and engineering teaching. Through cluster analysis, two groups of applications could be identified. The first group comprises applications whose development was more technology-driven. Applications in the second group take more didactic criteria into account and are to be considered more holistically from an instructional perspective. No correlation could be observed between the design of the AR application and the intended learning effects. The parameters derived for the evaluation matrix contribute to specifying relevant criteria for the development of AR applications.
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GUNTUR, Mochamad, Siti SAHRONİH, Nur Indah Septia NİNGSİH y Puja WİNDARİ. "The Learning Trajectory Based on STEM of Elementary School Pupils’ in Solving Proportion Material: Didactical Design-Research". Participatory Educational Research 10, n.º 6 (2 de noviembre de 2023): 84–103. http://dx.doi.org/10.17275/per.23.90.10.6.
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This study aims to determine the trajectory of students' thinking when solving proportion problems using STEM-based learning media. The participants were 27 fifth-grade students from SD Negeri 2 Pilangsari in Cirebon Regency. The students are divided into four groups using purposive sampling and receive the same treatment. The treatment involved a proportion study that utilized STEM media, and the student’s learning trajectory was monitored based on their problem-solving patterns. Hypothetical Learning Trajectory (HLT) was used to develop the hypotheses. The HLT was used as a guide for the researchers' assumptions. The data were collected through observation by researchers, student work, and documentation. The results of the HLT were used to test the assumptions related to the student's thinking processes and their learning in completing proportion operations using STEM. Based on the results obtained during the practice, some findings exceeded the researcher's expectations and hypotheses, but some did not. These differences become a new finding expected to become a subject for further research, where several groups have different ways of thinking based on mathematical disposition. Through STEM media, the electrical engineering students' high enthusiasm and creativity can be known through the electric graph. In conclusion, proportional relationships are an important mathematical concept with practical applications in various fields. The use of STEM media for teaching materials can help students acquire a better understanding of mathematical concepts and skills.
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Akimkhanova, Zhuldyzay, Kunduz Turekhanova y Grzegorz P. Karwasz. "Interactive Games and Plays in Teaching Physics and Astronomy". Education Sciences 13, n.º 4 (13 de abril de 2023): 393. http://dx.doi.org/10.3390/educsci13040393.
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Physics is a difficult subject in which to trigger interest in pupils, particularly in junior high school classes: this reflects in the results of maturity exams. Therefore, teachers, educators (and authorities deciding on CV contents) should search for new efficient methods, techniques, and contents corresponding to particular topics in physics. What can be done at the level of a single university (even if big) or school is to enrich standard lessons with new elements and observe how the responses of pupils change. In this article, the results of an implementation of interactive plays and games are presented for enhancing pupils’ interest and rate of understanding in physics, astronomy, and engineering. The games were designed by authors and the contents were developed jointly at Nicolaus Copernicus University, Poland and al-Farabi Kazakh National University, Kazakhstan. Implementation was carried out both in schools (a secondary school in Almaty and one primary school in Torun) and in extra-school (secondary school students in Almaty, elementary and secondary school students in Torun, during university-based activities) environments. A preliminary analysis of the didactical efficiency is given. We observed a positive reception of the majority of the didactical means that we proposed. These observations will serve us for further (and possibly permanent) enrichment of forms and contents of teaching physics and astronomy.
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Agatova, Olga A. "Didactics and pedagogical anthropology of digital educational environments". RUDN Journal of Informatization in Education 20, n.º 2 (15 de julio de 2023): 176–97. http://dx.doi.org/10.22363/2312-8631-2023-20-2-176-197.
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Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the study is to analyze digital means of pedagogical activity, to systematize changes in didactic principles. Methodology. Analysis of the development of didactics, pedagogical anthropology in the context of the use of digital didactic tools is based on the study of digital educational environments created during the federal experiment. The study of digital didactic tools used by teachers was organized during the annual interregional webinar of the Russian Academy of Education. According to the research methodology, the requirements for the preparation of reports by webinar participants were based on the structured interview method. Results. The frontiers of changes in didactics and pedagogical anthropology in the conditions of digital educational environments are characterized. Essential changes in the practice of pedagogical activity, ways of organizing the educational process, ways of constructing the interaction of participants in educational relations are revealed. The results presented in the publication are significant for the development of the methodology of modern didactics and pedagogical anthropology and the theory and practice of expertise in education in terms of assessing the developmental functionality of digital educational environments. Conclusion. To evaluate the results of the federal experiment on the introduction of digital educational environments, a proven methodology for the examination of the developing functionality of digital educational environments is needed.
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Et al., Xolmuxamedov Murodullo Maxmudovich. "“TECHNOLOGY OF USING E-LEARNING MODELING PROGRAMS IN TEACHING SPECIAL SUBJECTS IN PROFESSIONAL EDUCATION”". Psychology and Education Journal 58, n.º 1 (20 de enero de 2021): 5403–11. http://dx.doi.org/10.17762/pae.v58i1.2145.
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Nowadays, the focus on education is to radically reform professional education, that is, to develop e-learning tools based on the concept of learning outcomes. A distinctive feature of the cognitive-visual approach to the development of electronic didactics is the concentration of attention through visual support, as the formation of visual models of objects studied taking into account human psychophysiology and demonstration of practical skills of learners, effective organization of the interface with the learning object. Providing feedback on electronic didactic tools, mobile desktop and console platforms, as well as in the browser, based on the principles of design, plays an important role in preparing future engineers for professional activities. Therefore, interactive software was developed through the cognitive visualization of a simple oil distillation laboratory. This virtual learning lab was developed using the Microsoft Visual Studio software package. This, in turn, provides a certain degree of convenience in the introduction of electronic didactic tools in engineering education.
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Estrada-Molina, Odiel. "A Systematic Mapping of Variables Studied in Research Related to Education in Informatics And Computing". Journal of Engineering Education Transformations 36, n.º 2 (1 de octubre de 2022): 109–25. http://dx.doi.org/10.16920/jeet/2022/v36i2/22159.
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Abstract : Previous theoretical studies (reviews and systematic mappings) have only focused on certain variables of the education of Informatics and Computing such as game-based learning, projectbased learning, and problem-based learning. Therefore, the objective of this article was to carry out a systematic mapping (2010-2019) to determine which variables are studied in research related to the education of informatics and computing. We performed a systematic mapping to IEEE Xplore (2010-2019). The protocol corresponds to the PRISMA guidelines for systematic reviews and its contextualization to the performance of systematic mappings. When applying the protocol, 160 articles were finally selected of which 154 are indexed in Scopus (96.25%) and 132 indexed in Scopus and WoS (82.5%). The results highlight that the most studied variables are teaching programming, teaching software engineering, teamwork, collaborative learning, educational technology, assessment, project-based learning, problem-based learning, and game-based learning. There is evidence of a causeeffect relationship (multiple correlations) between the dependent variables: teaching of software engineering and teaching of programming with the independent variables: didactic models based on m-learning, elearning, and b-learning, project-based learning, problem-based learning, artificial intelligence, and educational technology. It concludes by identifying the principal's studies (higher scientific productivity) and the most studied variables in the didactics of Informatics and Computing. Keywords : systematic mapping; Informatics; computer education; engineering education; software engineering teaching; programming teaching.
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Doçi, Ilir y Shpetim Lajqi. "Teaching Engineering Graphics through Digital Presentations for Engineering Students". Journal of Engineering Education Transformations 37, n.º 2 (1 de octubre de 2023): 82–92. http://dx.doi.org/10.16920/jeet/2023/v37i2/23152.
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Abstract: All new students at the University of Prishtina “Hasan Prishtina”, Faculty of Mechanical Engineering, take an Engineering Graphics course in the first semester. The subject is divided into two sections: Technical Drawing and Descriptive Geometry. To teach lectures, professors use didactic equipment such as LCD projectors and drawing on the table. Assistants demonstrate exercises by drawing mechanical parts in the table. In 2014, teachers began using digital presentations with animations in their lectures. They contain developed presentations using PowerPoint software with stepby- step animations of mechanical parts. The paper examines the effectiveness of this methodology from both the student and teacher perspectives. The study is based on a survey of students, teachers’ experiences, and a comparison of exam results. The analysis discusses the methodology's effectiveness, presentation quality, knowledge gained, ease of learning, impact on exam pass rate, and other benefits.The following are some key findings from this paper: students accept and favor this teaching methodology; it is more effective than hand drawing; it has a significant impact on exam pass rates; and it is simple to understand the lectures. Teachers like this methodology because it allows for step-by-step explanation with animations; repeating options; presentations are created only once, easy corrections, developing many examples of mechanical parts with less effort, and students can easily access them. The paper contributes to a new teaching methodology for students in their first year of Engineering studies, Bachelor level, in the subject of Engineering Graphics. Keywords: Engineering graphics, Teaching methodology, Digital presentations, Animations, Higher education, Teaching survey.
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Liao, Chin-Wen, Ying-Ju Tseng, Yu-Hsiang Liao, Bo-Siang Chen, Wei-Sho Ho, I.-Chi Wang, Hung-I. Lin y I.-Min Chen. "A Practical Curriculum Design and Learning Effectiveness Evaluation of Competence-Oriented Instruction Strategy Integration: A Case Study of Taiwan Skills-Based Senior High School". Behavioral Sciences 13, n.º 1 (4 de enero de 2023): 43. http://dx.doi.org/10.3390/bs13010043.
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The 12-Year Basic Education Curricula not only follow the objectives of previous curriculum syllabus development, but they place more focus on competence-oriented instruction, which aims to emphasize the importance of combining the curriculum with life situations that are not solely based on learning knowledge and skills. This study aims to investigate the results of the students’ learning effectiveness and learning engagement after adding competence-oriented instructional strategies into electrical engineering practical subjects offered by the Department of Electrical Engineering in skills-based senior high schools, and, at the same time, to figure out the difference in learning effectiveness using different instructional strategies. Two classes of students from the Department of Electrical Engineering major in electrical engineering practical subjects in one skills-based senior high school in Central Taiwan were chosen as the participants for this study. By way of pre-test–post-test research design and heterogeneous grouping, a 10-week instruction experiment consisting of two groups and occurring over the course of 30 classes was conducted, wherein competence-oriented instructional strategies were used in an experimental group, while traditional didactic instructional strategies were used in a control group. By analyzing the collection of quantitative and qualitative data through competence-oriented instructional strategies, the instruction effectiveness and feasibility of the basic electricity practical curriculum were developed as the study topic for understanding how competence-oriented instruction can be implemented into the practical curriculum of the electrical engineering and electronic engineering group. According to the research objective, the results were concluded as follows: (1) Students of the Department of Electrical Engineering have a slightly better learning effectiveness in electrical engineering practice under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies; (2) there is a significant difference in the students’ learning engagement in electrical engineering practice from the Department of Electrical Engineering under competence-oriented instructional strategies compared with those who learned under the traditional didactic instructional strategies. The conclusion of this study emphasizes designing questions based on life situations, thereby applying what students have learned to solve problems they encounter in their daily lives. Compared with traditional didactic instructional strategies, competence-oriented instructional strategies not only have a better learning effectiveness and provide flexibility for the students to solve problems and provide analysis for situations, they also have broader applicability and an increased number of positive benefits when it comes to students’ group interactions and sharing.
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Bautista-Capetillo, Carlos, Cruz Octavio Robles Rovelo, Julián González-Trinidad, Hugo Pineda-Martínez, Hugo Enrique Júnez-Ferreira y Martín García-Bandala. "Teaching Sprinkler Irrigation Engineering by a Spreadsheet Tool". Water 15, n.º 9 (26 de abril de 2023): 1685. http://dx.doi.org/10.3390/w15091685.
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Since being released 40 years ago, computer spreadsheets have proven to be worthwhile for use in educational contexts. There is plenty of evidence for this in practically every scientific discipline and engineering field. In view on this fact, the present work exposes a didactical resource, named the sprinkler irrigation tool, developed in Excel® spreadsheet licensed by 2018 Microsoft©. The objective of this tool is to offer an alternative to students in irrigation engineering, particularly for those training in the design of sprinkler irrigation systems so they can develop their theoretical knowledge and practical skills acquired in laboratory and field experiments. The main findings reported in this paper address well-agreed methodologies for evaluating radial patterns of precipitation rates, diameter distribution frequency, ballistic simulation of water drops’ movement through air, kinetic energy, and performance indicators as part of the core parameters of efficient irrigation system management. This computing tool provides outcomes in tabular and graphical formats that are consistent with those found in studies previously published in specialized literature on related topics. Likewise, spreadsheets have been proven to be adequate pedagogical instruments on the path to achieving meaningful learning; however, this assertion still needs to be confirmed through a rigorous study of students who have used the developed tool.
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Vergara, Diego, Álvaro Antón-Sancho, Jamil Extremera y Pablo Fernández-Arias. "Assessment of Virtual Reality as a Didactic Resource in Higher Education". Sustainability 13, n.º 22 (17 de noviembre de 2021): 12730. http://dx.doi.org/10.3390/su132212730.
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Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.
Tesis sobre el tema "Developmental didactical engineering"
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Belhaj, Amor Fatma. "Enseignement et apprentissage des approximations locales des fonctions au début du cursus dans le Supérieur - Cas des classes préparatoires aux études d'ingénieurs". Electronic Thesis or Diss., Pau, 2022. https://theses.hal.science/tel-04051033.
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Au début du cycle des classes préparatoires aux études d'ingénieurs, les concepts de la relation de comparaison des fonctions, la formule de Taylor-Young et développements limités ont pour caractéristique fondamentale celle de résoudre des problèmes d'approximations locales des fonctions et de modélisations physique, mécanique, optique, etc. Une revue de lecture des travaux liés au domaine de didactique de l'Analyse nous a conduit à émettre l'hypothèse que l'identification et la caractérisation des obstacles liés à l'appropriation et à l'usage raisonné des notions d'approximation locale d'une fonction, contribuent significativement à étudier la nature et l'origine des difficultés rencontrées par les étudiants concernant la conceptualisation de ces objets en première année de section Physique-Chimie (PC). Ces obstacles résultent a priori en grande partie de l'absence des situations mathématiques dévolues aux étudiants nécessitant l'utilisation des représentations graphiques. Afin de surmonter ces obstacles de natures épistémologique, didactique et culturelle et de permettre aux étudiants de donner du sens au concept d'approximation locale d'une fonction, nous avons élaboré et mis en œuvre, en collaboration avec l'enseignante de la classe de première année (PC), une ingénierie didactique de développement par l'intégration de deux situations à dimension adidactique dans l'enseignement du chapitre « Analyse asymptotique ». Cette ingénierie, construite dans le cadre de la théorie des situations didactiques, vise à introduire ce concept par l'articulation des dimensions sémantique et syntaxique et la mobilisation de ses différentes représentations en utilisant un logiciel dynamique de géométrie Geogebra pour des constructions graphiques. L'analyse didactique des raisonnements, qui sous-tendent les procédures de résolution des étudiants, nous renseigne très précisément sur les connaissances et les savoirs mobilisés par confrontation aux différentes situations, sur la nature et le type de raisonnements ainsi que sur les dimensions sémantique et/ou syntaxique inhérentes à ses différentes étapes. Dans notre travail, l'expérimentation combinant la visualisation des représentations graphiques « dynamiques » et les raisonnements mathématiques, produits par les étudiants par la mobilisation de leurs connaissances antérieures sur l'étude d'une fonction, ont contribué à une approche analytique permettant l'introduction de la définition formelle du développement limité avec toute la complexité du travail dans le paradigme [Analyse Infinitésimale] qui couple la topologie et l'Analyse fonctionnelle. L'ingénierie a également permis, au sein des groupes et en classe entière, de générer des discussions, d'amener des échanges et de faire percevoir aux étudiants la richesse de l'articulation des différentes représentations du concept d'approximation locale d'une fonction pour poser des raisonnements articulant les dimensions sémantique et syntaxique. De ce fait, au lieu de se concentrer initialement sur le processus formel de la conceptualisation du développement limité d'ordre n d'une fonction au voisinage d'un réel, il devient possible de cibler précisément les représentations graphiques d'une fonction et de ses approximations polynômiales successives (d'ordre 1, 2, 3 et 4) en tant qu'objet pour visualiser l'amélioration de l'approximation polynômiale lorsque l'ordre augmente ; ainsi l'erreur d'approximation diminue et elle sera « meilleure » au voisinage de ce réel. L'ingénierie a permis l'adaptation des situations produites aux conditions ordinaires d'enseignement et aux besoins des enseignants. Cette étude pourra ainsi jouer un rôle dans la formation des enseignants du point de vue de la construction des connaissances, de l'importance de contrat didactique et de l'ouverture sur leur formation par l'usage du cadre graphique par un travail dans l'environnement de la technologie lors de l'enseignement des nouvelles notions au niveau SupérieurAt the beginning of the preparatory classes for engineering studies, the concepts of the comparison relation of functions, the Taylor-Young formula and limited developments have as a fundamental characteristic that of solving problems of local approximations of functions and of physical, mechanical, optical modelling, etc. A review of works related to the didactical field of Analysis led us to the hypothesis that the identification and the characterization of the obstacles related to the appropriation and the reasoned use of the notions of local approximation of a function, contribute significantly to the study of the nature and the origin of the difficulties encountered by the students concerning the conceptualization of these objects in the first year of the Physics-Chemistry section (PC). These obstacles result a priori in large part from the absence of mathematical situations devolved to the students requiring the use of graphical representations. In order to overcome these epistemological, didactical and cultural obstacles and to allow the students to give meaning to the concept of local approximation of a function, we have elaborated and implemented, in collaboration with the teacher of the first year class (PC), a didactical engineering of development by the integration of two situations with an adidactical dimension in the teaching of the chapter "Asymptotic analysis". This engineering, built within the framework of the theory of didactical situations, aims at introducing this concept by the articulation of the semantic and syntactic dimensions and the mobilization of its various representations by using a dynamic software of geometry Geogebra for graphic constructions. The didactical analysis of the reasoning, which underlie the resolution procedures of the students, informs us very precisely on the knowledge and the knowledges mobilized by confrontation with the various situations, on the nature and the type of reasonings as well as on the semantic and/or syntactic dimensions inherent to its various stages. In our work, the experimentation combining the visualization of "dynamic" graphical representations and the mathematical reasoning, produced by the students by mobilizing their previous knowledge on the study of a function, contributed to an analytical approach allowing the introduction of the formal definition of the limited development with all the complexity of the work in the paradigm [Infinitesimal Analysis] which couples topology and Functional Analysis. Engineering also allowed, within the groups and in the whole class, to generate discussions, to bring exchanges and to make the students perceive the richness of the articulation of the various representations of the concept of local approximation of a function to pose reasoning articulating the semantic and syntactic dimensions. Thus, instead of focusing initially on the formal process of conceptualizing the limited development of order n of a function in the neighborhood of a real, it becomes possible to precisely target the graphical representations of a function and its successive polynomial approximations (of order 1, 2, 3 and 4) as an object to visualize the improvement of the polynomial approximation when the order increases; thus the approximation error decreases and it will be "better" in the neighborhood of this real. The engineering allowed the adaptation of the situations produced to the ordinary conditions of teaching and to the needs of the teachers. This study will thus be able to play a role in the training of teachers from the point of view of the construction of knowledge, the importance of didactical contract and the opening on their training by the use of the graphic framework by a work in the environment of technology at the time of the teaching of the new concepts at the Higher level
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Gustafsson, Elinore. "Undervisning om mobiltelefonsystemet i lågstadiet. : En interventionsstudie om tekniska system i årskurs 1-3". Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78236.
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The purpose of this study was to examine opportunities to teach about the mobile phone system for primary school pupils. This was explored by seeing if and how the students' understanding, perception and knowledge changed by taking part in an educational activity about the mobile phone system. Data were collected with the help of audio recording of the lesson itself, but also with the help of worksheets where the students first filled in their prerequisites and then what they had learned about the mobile phone system after the educational activity. The study was performed at three different schools and in three different classes in year 2–3 in the countryside, in an urban area and in a larger city. The last two schools are also multicultural with many second language students in the classes. The fact that three quite different schools were chosen was to increase the reliability of the results and see how well the educational activity works despite the students' differ-ent circumstances.The result show a major improvement in the students' knowledge of the mobile phone system as none of the students had any direct knowledge of how the mobile phone system works, for example, how to make a call or send a text message. The result also shows that the knowledge between the different schools did not differ much, but the difference that was seen was the students' different ways of describing the mobile phone system.Syftet med denna studie var att ta reda på möjligheter att undervisa om mobiltelefonsystemet för lågstadieelever. Detta undersöktes genom att se om och hur elevernas förståelse, uppfattning och kunskap förändrades av en pedagogisk aktivitet om mobiltelefonsystemet. Data om denna aktivitet samlades in med hjälp av ljudinspelning av själva lektionen men också med hjälp av arbetsblad där eleverna först fyllde i sina förkunskaper och sedan vad det lärt sig om mobiltelefonsystemet efter den pedagogiska aktiviteten. Studien utfördes på tre olika skolor och i tre olika klasser i årskurs 2–3 på landsbygden, en tätort och i en större stad. De två sistnämnda skolorna är även mångkulturella, de vill säga med mestadels andraspråkselever i klasserna. Resultateten visade på stora förbättringar av elevernas kunskap om mobiltelefonsystemet då ingen av eleverna hade något direkt förkunskap om hur det fungerar att exempelvis ringa ett samtal eller skicka ett sms. Resultatet visar även att kunskapen mellan de olika skolorna inte skiljde sig åt särskilt mycket men den skillnad som gick att se var elevernas olika sätt att beskriva mobiltelefonsystemet.
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Alves, Vanessa da Silva. "A construção do conceito de número racional no sexto ano do ensino fundamental". Universidade Federal de Alagoas, 2014. http://www.repositorio.ufal.br/handle/riufal/1217.
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This work was developed from the preparation, implementation and analysis of a didactical sequence aimed to promoting the learning of concept of rational number by students in the sixth year of elementary school. We used the concept of zone of proximal development by Vygotsky and the treatment and conversion concepts developed by Duval. It is believed, in accordance with Duval, that the concept can only occur when the student is able do the treatments and the conversions of mathematical objects and, in accordance to Vygotsky, that the process of teaching and learning should be geared to the needs of individuals. This research is theoretically and methodologically basad the Didactic Engineering, methodology aimed to studying the work in the classroom by internal validation, that is, comparing what the student knew before having contact with an educational tool to learn what he achieved after the completion of the work. The didactical sequence proposed could provide students with the appropriation of the concept of rational number, that is, they managed to make the treatments and conversions with the following forms of representation of rational numbers: natural language, decimal, fractional and figural. This form, assisting them in performing daily activities that involve on mathematical object.Este trabalho consiste no desenvolvimento, na aplicação e na análise de uma sequência didática destinada à promoção da apropriação do conceito de número racional por alunos do sexto ano do Ensino Fundamental. Foram utilizados o conceito de zona de desenvolvimento proximal de Vygotsky e os conceitos de tratamento e conversão desenvolvidos por Duval. Acredita-se, conforme Duval, que a conceituação só pode ocorrer quando o aluno é capaz de realizar os tratamentos e as conversões dos objetos matemáticos e, segundo Vygotsky, que o processo de ensino e aprendizagem deve ser voltado para as necessidades dos sujeitos. Essa pesquisa tem como fundamento teórico-metodológico a Engenharia Didática, uma metodologia que busca estudar os trabalhos desenvolvidos em sala de aula por meio de um processo de validação interno, isto é, confrontando aquilo que o aluno sabia antes de ter contato com o instrumento didático com aquilo que ele conseguiu compreender após a realização do trabalho. A sequência didática proposta pode propiciar aos alunos a apropriação do conceito de número racional, isto é, eles foram capazes de realizar os tratamentos e as conversões com as seguintes formas de representação do número racional: em língua natural, decimal, figural e fracionária. Fato que pode auxiliar os alunos na realização de atividades cotidianas que envolvam este objeto matemático.
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Svedin, Evelina. "Utveckling av kursmoment för kemiundervisning : En undersökning av gymnasieelevers kunskapsutveckling i samband med lärandeaktiviteter rörande kemisk analys och hållbar utveckling". Thesis, KTH, Skolan för industriell teknik och management (ITM), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-263938.
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I denna undersökning studerades en grupp gymnasieelevers kunskapsutveckling i samband med ett kursmoment, bestående av fyra olika delmoment, som konstruerades som en del av denna undersökning. Eleverna som deltog i undersökningen går för tillfället i årkurs 1 på Naturvetenskapsprogrammet och den kurs som eleverna läste och som kursmomentet genomfördes i var kemi 1. Kursmomentet genomfördes med målsättning att utöka elevernas kunskaper inom utvalda ämnesområden från ämnesplanen i kemi, men också med syfte att skapa förutsättning för eleverna att utveckla Scientific Literacy samt stärka sin förmåga att kunna diskutera och att ta ställning i olika samhällsfrågor med naturvetenskapligt innehåll. Detta undersökes genom att dels låta eleverna besvara en enkät där de själva fick ta ställning till sin egen kunskapsutveckling efter att de hade deltagit i kursmomentet, men även genom att granska deras kunskaper i samband med rättningen av den hemuppgift som eleverna utförde som sista del av momentet. I uppgiften efterfrågades att eleverna dels skulle beskriva olika kemiska analystekniker, men också att redogöra för potentiella lösningar till olika miljöproblem utifrån principer för hållbar utveckling. De slutsatser som kunde dras utifrån undersökningen var att kursmomentet hade gett förutsättningar för eleverna att stärka sina kunskaper och förmågor inom de efterfrågade ämnesområdena. Dock framkom också att viss bearbetning av de olika delarna av momentet behöver genomföras för att ytterligare stärka korrelationen mellan utförandet av kursmoment och de mål som det var avsett att uppnå. Både under och efter genomförande av kursmomentet analyserades även den didaktiska process som ägt rum i samband med arbetet. Utifrån detta kunde slutsatser presenteras angående hur man som kemilärare kan resonera kring organisering av arbete och planering av tidsåtgång, om man önskar utforma ett liknande kursmoment eller vill använda det som ligger till grund för detta arbeteIn this research, the knowledge development of a group of high school students during a course component was studied. The course component, which consisted of four separate parts, was developed for this investigation. The students who participated in the investigation are all in year one in high school, and study at the Science programme. The course component was included in their chemistry course. The course component was developed to increase the students’ knowledge within selected topics from the curriculum, however, also to offer the postulation to develop Scientific Literacy, as well as to increase their ability to discuss societal issues while including a scientific perspective. To be able to carry out the investigation, two different data selections were accomplished. One where the students responded to a survey, where they had to reflect upon their own knowledge development, and another, where their subject knowledge was examined during the assessment of an assignment that they had to carry out as the last part of the course component. The instructions for the assignment was to first describe different analytical tools used in chemistry, and secondly, to narrate different solutions on how to deal with environmental issues, using a perspective of sustainable development. The conclusion drawn from this research is that the course component provided the students the opportunity to increase their knowledge and their strengthen abilities within the requested subject areas. However, it also emerged from the study that, if the different parts om the course component were to be adjusted, the result might have been more successful and the correlation between the course component and the main purposes for it to be carried out might had been stronger. The didactical process that has been carried out during this work has also been analysed. Hence, suggestions about how to reflect upon time requirements and work organisation if one, as a teacher, wishes to either implement this course component in their own tutoring, or do something similar, is presented in the end of this report.
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Paulos, António Jorge Reis Lordelo. "Study and development of a didactic engraving system using a low powered laser diode". Dissertação, 2014. https://repositorio-aberto.up.pt/handle/10216/76799.
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Paulos, António Jorge Reis Lordelo. "Study and development of a didactic engraving system using a low powered laser diode". Master's thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/76799.
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Chastenay, Pierre. "Conception et évaluation d’une intervention didactique à propos des phases de la Lune dans un planétarium numérique". Thèse, 2013. http://hdl.handle.net/1866/9893.
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Depuis l’entrée en vigueur du Programme de formation de l’école québécoise en 2001, l’astronomie est à nouveau enseignée dans les classes du Québec. Malheureusement, l’école est mal outillée pour enseigner des concepts astronomiques complexes se déroulant pour la plupart en dehors des heures de classe et sur de longues périodes de temps. Sans compter que bien des phénomènes astronomiques mettent en jeu des astres se déplaçant dans un espace tridimensionnel auquel nous n’avons pas accès depuis notre point de vue géocentrique. Les phases de la Lune, concept prescrit au premier cycle du secondaire, sont de ceux-là. Heureusement, l’école peut compter sur l’appui du planétarium, musée de sciences dédié à la présentation, en accéléré et à toute heure du jour, de simulations ultra réalistes de divers phénomènes astronomiques.
Mais quel type de planétarium secondera l’école ? Récemment, les planétariums ont eux aussi subi leur propre révolution : ces institutions sont passées de l’analogique au numérique, remplaçant les projecteurs optomécaniques géocentriques par des projecteurs vidéo qui offrent la possibilité de se déplacer virtuellement dans une simulation de l’Univers tridimensionnel complètement immersive. Bien que la recherche en éducation dans les planétariums se soit peu penchée sur ce nouveau paradigme, certaines de ses conclusions basées sur l’étude des planétariums analogiques peuvent nous aider à concevoir une intervention didactique fructueuse dans ces nouveaux simulateurs numériques. Mais d’autres sources d’inspiration seront invoquées, au premier chef la didactique des sciences, qui conçoit l’apprentissage non plus comme la transmission de connaissances, mais plutôt comme la construction de savoirs par les apprenants eux-mêmes, avec et contre leurs conceptions premières. La conception d’environnements d’apprentissages constructivistes, dont le planétarium numérique est un digne représentant, et l’utilisation des simulations en astronomie, complèteront notre cadre théorique et mèneront à la conception d’une intervention didactique à propos des phases de la Lune dans un planétarium numérique s’adressant à des élèves âgés de 12 à 14 ans.
Cette intervention didactique a été mise à l’essai une première fois dans le cadre d’une recherche de développement (ingénierie didactique) visant à l’améliorer, à la fois sur son versant théorique et sur son versant pratique, par le biais de multiples itérations dans le milieu « naturel » où elle se déploie, ici un planétarium numérique gonflable de six mètres de diamètre. Nous présentons les résultats de notre première itération, réalisée en compagnie de six jeunes de 12 à 14 ans (quatre garçons et deux filles) dont nous avons recueilli les conceptions à propos des phases de la Lune avant, pendant et après l’intervention par le biais d’entrevues de groupe, questionnaires, mises en situation et enregistrement des interventions tout au long de l’activité. L'évaluation a été essentiellement qualitative, basée sur les traces obtenues tout au long de la séance, en particulier sous la voûte du planétarium. Ce matériel a ensuite été analysé pour valider les concepts théoriques qui ont mené à la conception de l'intervention didactique, d'une part, mais aussi pour faire émerger des améliorations possibles visant à bonifier l'intervention. Nous avons ainsi constaté que l'intervention provoque effectivement l'évolution des conceptions de la majorité des participants à propos des phases de la Lune, mais nous avons également identifié des façons de rendre l’intervention encore plus efficace à l’avenir.Since the Quebec Education Program came into effect in 2001, Quebec classrooms have again been teaching astronomy. Unfortunately, schools are ill-equipped to teach complex astronomical concepts, most of which occur outside school hours and over long periods of time. Furthermore, many astronomical phenomena involve celestial objects travelling through three-dimensional space, which we cannot access from our geocentric point of view. The lunar phases, a concept prescribed in secondary cycle one, fall into that category. Fortunately, schools can count on support from the planetarium, a science museum dedicated to presenting ultra-realistic simulations of astronomical phenomena in fast time and at any hour of the day. But what type of planetarium will support schools? Recently, planetariums also underwent their own revolution: they switched from analogue to digital, replacing geocentric opto-mechanical projectors with video projectors that offer the possibility of travelling virtually through a completely immersive simulation of the three-dimensional Universe. Although research into planetarium education has focused little on this new paradigm, certain of its conclusions, based on the study of analogue planetariums, can help us develop a rewarding teaching intervention in these new digital simulators. But other sources of inspiration will be cited, primarily the teaching of science, which views learning no longer as the transfer of knowledge, but rather as the construction of knowledge by the learners themselves, with and against their initial conceptions. The conception and use of constructivist learning environments, of which the digital planetarium is a fine example, and the use of simulations in astronomy will complete our theoretical framework and lead to the conception of a teaching intervention focusing on the lunar phases in a digital planetarium and targeting students aged 12 to 14. This teaching intervention was initially tested as part of development research (didactic engineering) aimed at improving it, both theoretically and practically, through multiple iterations in its “natural” environment, in this case an inflatable digital planetarium six metres in diameter. We are presenting the results of our first iteration, completed with help from six children aged 12 to 14 (four boys and two girls) whose conceptions about the lunar phases were noted before, during and after the intervention through group interviews, questionnaires, group exercises and recordings of the interventions throughout the activity. The evaluation was essentially qualitative, based on the traces obtained throughout the session, in particular within the planetarium itself. This material was then analyzed to validate the theoretical concepts that led to the conception of the teaching intervention and also to reveal possible ways to improve the intervention. We noted that the intervention indeed changed most participants’ conceptions about the lunar phases, but also identified ways to boost its effectiveness in the future.
Capítulos de libros sobre el tema "Developmental didactical engineering"
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Hrehovcsik, Micah M. "Applied Game Design Didactics". En Software Engineering Perspectives in Computer Game Development, 141–59. First edition. | Boca Raton : CRC Press, 2021.: Chapman and Hall/CRC, 2021. http://dx.doi.org/10.1201/b22404-8.
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Diaz, J., F. J. Fernández García, M. M. Prieto González, M. B. Folgueras Díaz, I. M. Suárez Ramón y M. P. Castro García. "A Hybrid Bank of Didactic Resources for Energy Engineering". En Sustainable Development with Renewable Energy, 457–69. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-54394-4_36.
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Rizzuti, Sergio y Luigi De Napoli. "Engaging in Product Development as Means to Understand the Basics of Design". En Lecture Notes in Mechanical Engineering, 372–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.
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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.
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González López, Lester, Valentina Badía Albanés y Yudeisy Valdés Fernández. "Didactic Strategy with the Application of Technologies to Contribute to the Development of Modelling Skills from Operations Research Subject". En Cross Reality and Data Science in Engineering, 968–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52575-0_81.
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Kovalenko, Olena, Juergen Koeberlein-Kerler, Nataliia Briukhanova, Nataliia Korolova, Nataliia Bozhko y Olha Lytvyn. "Preparation of Students of Engineering and Pedagogical Specialties for the Development and Implementation of Interdisciplinary Didactic Projects Using IT-Technologies". En Lecture Notes in Networks and Systems, 301–9. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26190-9_31.
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Rodrigues, Vitor Franco. "Mathematical modeling & bloom's taxonomy in the higher course of civil engineering". En A LOOK AT DEVELOPMENT. Seven Editora, 2023. http://dx.doi.org/10.56238/alookdevelopv1-115.
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Different techniques and didactic methodologies are used in the teaching of mathematics from the basic, secondary, and higher levels, constantly seeking to improve the results of teaching/learning and ensure the perpetuation of knowledge and the development of new knowledge and technologies. This article addresses in the format of a bibliographic review, the methodology of Mathematical Modeling (MM), compared and linked to the educational objectives of Bloom's Taxonomy, pointing out within the MM the possible reaches of the cognitive and affective domains, having as main approach the teaching of Mathematics in the higher course of Civil Engineering. The result of the work presents a proposal of an active class script, with the methodology of MM, intended for Civil Engineering academics, in which at each stage of the class are highlighted the possible achievements of the cognitive and affective objectives of Bloom's Taxonomy and, finally, the conclusion of the article highlights the importance of developing innovative methodologies in teaching, seeking the formation of ethical citizens and able to solve problems and who have autonomy, resilience, innovative critical sense, contributing to scientific knowledge and the advancement of the world.
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Hernández-Castellano, Pedro Manuel, María Dolores Marrero-Alemán, Rubén Paz-Hernández, Pablo Rubén Bordón-Pérez, Luis Adargoma Suárez-García y Antonio Nizardo Benítez-Vega. "Adaptive Learning Using Interactive Training Material". En Innovative Trends in Flipped Teaching and Adaptive Learning, 162–84. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8142-0.ch008.
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The purpose of this chapter is to describe experience in the development, use, and evaluation of interactive didactic material oriented towards the ISO GPS system that has been introduced into recent academic courses of subjects of various engineering degrees at the University of Las Palmas de Gran Canaria. The Educational Innovation Group Ingeniería de Fabricación sought to generate a tool that would help students with a learning difficulty that had been identified as generalizable across various degree subjects. Student feedback was utilized in the development and evaluation of this didactic material. The results obtained allow us to confirm that the introduction of these materials has had a positive impact and that this preliminary experience of adaptive learning should be supplemented further in order to extend the significant improvement observed, both in the students' learning and the lecturers' teaching, in the last academic year.
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Mkrttchian, Vardan. "The Control of Didactics of Online Training of Teachers in HHH University and Cooperation with the Ministry of Diaspora of Armenia". En Handbook of Research on Estimation and Control Techniques in E-Learning Systems, 311–22. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9489-7.ch021.
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In this chapter, the author (Scientist and Politic) analyze the estimation and control problem of didactics development at online training and retraining on HHH University of Armenian teachers in non-governmental and Sunday school in all counties around the world, and cooperation role in this process and perspective's from the Ministry of Diaspora of Republic of Armenia. Relevance and novelty of the authors approaches to identifying promising areas of didactics in conditions of modern education, based on fundamental research in the theory of learning, growing in modern conditions of globalization of really society. Of considerable interest are the comparative characteristics of the main components of the traditional teaching of science and modern pedagogy, operating under conditions of really education that can detect requests for training members of modern society, learning content, reflecting changes in science, engineering and technology, and teaching methods corresponding to modern ways of knowing the scientific, social laws.
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Sedelmaier, Yvonne y Dieter Landes. "Practicing Soft Skills in Software Engineering". En Overcoming Challenges in Software Engineering Education, 161–79. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5800-4.ch009.
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Software Engineering requires a specific profile of technical expertise combined with context-sensitive soft skills. Therefore, university education in software engineering should foster both technical knowledge and soft skills. Students should be enabled to cope with complex situations in real life by applying and combining their theoretical knowledge with team and communication competencies. In this chapter, the authors report findings from a software engineering project course. They argue that project work is a suitable approach to foster soft skills. To that end, the authors provide justification from a pedagogical point of view, setting project-based learning into relation to action-orientated didactics. As teaching goals, they focus on experiencing a complete development project from end to end, following a software process model that needs to be adapted to the specific situation, self-determined planning and acting, including the organization of the project, teamwork and team communication, and self-reflection on individual roles and contributions, and on the performance of the project team as a whole. In order to achieve these goals, the authors form teams of bachelor students, which are headed by one master student each. It turned out that a clear separation of roles is inevitable within the team, but also with respect to instructors. Self-reflection processes concerning the team roles and the individual competencies are explicitly stimulated and cumulate in individual self-reports and post-mortem analysis sessions. The authors share findings of how well the approaches have worked and outline some ideas to improve things.
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Stek, Klaas. "A Soft Skills Experiment in an Industrial Engineering and Management Academic Course". En Training Engineering Students for Modern Technological Advancement, 20–49. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8816-1.ch002.
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Industrial firms increasingly concentrate on their core competences and outsource non-core activities, affecting the personal (soft) skills requirements of purchasing and supply chain management (PSM) personnel in their boundary-spanning roles. In parallel, machines take over processes but cannot replicate humans' soft skills such as creativity and strategic thinking. The literature shows that learning objectives in PSM courses in higher education are evaluated for not covering soft skills. Moreover, there is evidence that soft skills development is challenging. It is questionable which soft skills can be developed and which didactics are applicable. This study presents an educational soft skills experiment with IEM graduates, and it provides evidence that soft skills learning can effectively be introduced in existing courses. The graduates self-rated their competence levels of 36 soft skills before and after the course that provided soft skills workshops and a case study. In the first survey, “strategic thinking” ranked low and could be improved the most in the second survey.
Actas de conferencias sobre el tema "Developmental didactical engineering"
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Burlacu, Natalia. "DIDACTIC TRANSFORMATIONS OF THE DISTANCE EDUCATIONAL PROCESS IN UNIVERSITIES IN ENGINEERING IN (POST) PANDEMIC TIMES". En eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-045.
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As university education and, in particular, initial training of engineers are the priority directions of strategic development at the national and European level, in the current epidemiological conditions it is clear the need to support the digital transformation of the traditional engineering university education system into a valid one to be implemented remotely. In order to solve the problems listed above, within the call "Offers of research-innovation solutions on combating and mitigating the impact of the COVID-19 pandemic", launched by the National Agency for Research and Development of the Republic of Moldova, a team of researchers from the Technical University of Moldova (TUM) initiated a project, called DIGIFORME, which aims to develop solutions of an institutional, informational and methodological nature corresponding to the curricular specificities of engineering and technological specialties within the beneficiary university, such as laboratories remote, simulation laboratories, methods and algorithms for analyzing the interaction between the actors of the teaching process, etc. This research comes with the description of a viable didactic model to be implemented in the educational process in universities in engineering both in a pandemic context and in a post-pandemic context. The model design and analyzed by the author provides for the implementation of certain methodological digital transformations, the presence of which is argued both from a theoretical and applied perspective of teaching-learning-evaluation of engineering disciplines in a distance learning format. The solutions presented in the article are meant to reduce the vulnerabilities of a university with a profile in engineering education, such as the lack of a basis for carrying out distance work with students (from all types of studies); insufficient training of teachers for the full conduct of online lessons; the inadequacy of the informational and methodological support for the number of didactic activities specific to the specialties with engineering and technological profile. In the conclusion of the research, the author outlines the perspectives of capitalizing the experience of the TUM based on the given didactical model.
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César, Diaz J. "The Inclusion of Didactic Metrological Activities in Education". En NCSL International Workshop & Symposium. NCSL International, 2017. http://dx.doi.org/10.51843/wsproceedings.2017.17.
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The application of metrology in daily activities is undeniable, specifically has become increasingly important on applications in industry, scientific and also in education. Currently in Mexico the Industrial Engineering degree is offered as a new option. Graduates have been widely accepted by industry, calibration laboratories and research laboratories. Universidad Politécnica de Santa Rosa Jáuregui is the first university to offer the major in Metrological Engineering, whose curriculum is specifically focused on careers in scientific, legal or industrial metrology. In our curriculum, we have designed in opportunities to participate in research and development projects. In this paper, we present four such projects. Also offers different research and development projects, the present addresses four projects carried out and the results that have had as input in the training of the student. The inclusion of learning based projects with the focus on student growth has also been considered. The development of didactic prototypes of the seven base units, the proposal for the development of an application of a mobile laboratory with adaptable metrological modules, the development of an integral hydro static weighing system and finally the development of Fixture & Gage devices for the measurement of automotive components as part of the studentsˆ participation in competitions with other universities.
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Peralta, Juan, Emerita Delgado, Fausto Maldonado, Galo Durazno, Livingston Miranda-Delgado, Alexander Prieto y Jose Reinoso. "Methodology for the Design of Demonstrative Didactic Prototypes for the Teaching of Renewable Energies Based on Education for Sustainable Development ‘ESD’". En ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-96149.
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Abstract Achieving sustainable development education is one of the challenges proposed to reach many countries by 2030, based on SDG4 [1] A case of interest is teaching for development of energy sustainability in educational institutions [2], where student learning was enhanced with demonstrative didactic prototypes. The development project of linkage with society ESD-ESPOL, professor and students of the careers of Engineering in Mechanics and Electronics in Automation are developing a project for training, Developing educational didactic material that allows learning in aspects of sustainability in the subject of renewable energy, to students at the secondary level. This work present objective the development methodology the design of didactic prototypes education. To achieve this goal, students have been developing the design and construction of demonstration didactic prototypes to teach renewable energy associated with solar thermal, photovoltaic, water, and wind. The engineering design process includes the form of the conception of the preliminary model to the development of detailed design that includes the movement of the equipment and data visualization that allows the beneficiary to interact with the prototype based on a working guide. As a result, the appropriate methodology of the process ESPOL students must carry out to develop the functional prototype and begin with the team staggering was determined.
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Bahri, Omar Ben, Zied Gafsi y Kamel Besbes. "Smartphone didactic platform for satellite attitude determination demonstration and development". En 2017 International Conference on Engineering & MIS (ICEMIS). IEEE, 2017. http://dx.doi.org/10.1109/icemis.2017.8273085.
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Ruiz, Jenny, Estefania Serral y Monique Snoeck. "A Fully Implemented Didactic Tool for the Teaching of Interactive Software Systems". En 6th International Conference on Model-Driven Engineering and Software Development. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006579600950105.
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Lievens, Jeroen. "Myth-busters at work: Development of engineering identity and employability through student research". En Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16180.
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For many (aspiring) engineering students, the prevalent image of engineering identity is still unilaterally dominated by technical skills. This bias serves not only to dissuade female prospective students but also to erode student motivation for non-technical courses such as communication and other employability skills. As an unfortunate result, also for the employer, many starting engineers experience a gap between their own and the workplace’s expectations. This paper reports on a didactic approach that has the students actively research the workplace realities, and more particularly the importance of communication skills as perceived by professional engineers. On the basis of their own, partly self-directed research efforts, students uniformly conclude that communication skills are in fact of great importance for engineers. The indisputable scientific evidence, both quantitative and qualitative, that they gather themselves turns out to be a powerful incentive for students to recalibrate their understanding of engineering identity.
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Oliveira, Andressa M., Jose C. Pinheiro Filho, Glauber A. Braga, Vasconcellos Eduardo M. M., Silva Luis F. V., I. Araujo y Davi B. Brito. "Development and calibration of a low-cost didactic thermal plant". En 2019 IEEE CHILEAN Conference on Electrical, Electronics Engineering, Information and Communication Technologies (CHILECON). IEEE, 2019. http://dx.doi.org/10.1109/chilecon47746.2019.8987688.
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Silva, Fernanda, Francisco Moreira, Ana Carolina Ferraz, Wagner Lopes, Raphael Fornitano y Anderson Gonçalves. "Development of a Didactic Robotic Cell for Handling by The Arduino Application". En 24th ABCM International Congress of Mechanical Engineering. ABCM, 2017. http://dx.doi.org/10.26678/abcm.cobem2017.cob17-0869.
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Bulgakova, Oksana, Lesya Zbaravska, Ilmars Dukulis y Adolfs Rucins. "Content of professionally oriented training in course of physics for students of agricultural engineering specialties". En 22nd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering, 2023. http://dx.doi.org/10.22616/erdev.2023.22.tf134.
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The technology of professionally oriented education requires fundamental changes in the organization, content and methods of the educational process. This is, first of all, the transfer of emphasis of theoretical training to theoretical and applied, professionally oriented training. On the scientific and methodological level, the relevance of this investigation is determined by the need to design the process of forming professional competence and to identify didactic conditions that contribute to its efficient implementation. The purpose of this study is the problem of forming professional competence of the future engineers in the process of teaching a physics course. As a result of the investigation the efficiency of the proposed methodology for the formation of professional competence of the future agricultural engineers was scientifically substantiated and experimentally verified. A comparative analysis of the results of the study in the reference and the experimental group showed that the quantitative indicators and qualitative characteristics of the levels of formation of the components of the readiness of the future agricultural engineer to implement professionally oriented training in the experimental groups increased significantly compared to the reference group. In the experimental groups the number of students with a low level of knowledge decreased by 48% and increased with an average of ( 29% and sufficient by 18.5%. The positive dynamics of the level of knowledge revealed as a result of experimental verification gives reason to assert the efficiency of the proposed organizational and pedagogical conditions of this methodology for the implementation of professionally oriented education in the course of physics.
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Scolaro, G. R., F. M. Azevedo, J. E. Rathke, P. R. C. Possa, E. Andrighetto, R. Adur y J. Marino Neto. "Development of a didactic platform for acquisition and processing of biomedical signals for the practice in biomedical engineering". En 2009 9th International Conference on Electronic Measurement & Instruments (ICEMI 2009). IEEE, 2009. http://dx.doi.org/10.1109/icemi.2009.5274004.
Texto completoInformes sobre el tema "Developmental didactical engineering"
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Tkachuk, Viktoriia V., Vadym P. Shchokin y Vitaliy V. Tron. The Model of Use of Mobile Information and Communication Technologies in Learning Computer Sciences to Future Professionals in Engineering Pedagogy. [б. в.], noviembre de 2018. http://dx.doi.org/10.31812/123456789/2668.
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Research goal: the research is aimed at developing a model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Object of research is the model of use of mobile ICT in learning Computer Sciences to future professionals in Engineering Pedagogy. Results of the research: the developed model of use of mobile ICT as tools of learning Computer Sciences to future professionals in Engineering Pedagogy is based on the competency-based, person-centered and systemic approaches considering principles of vocational education, general didactic principles, principles of Computer Science learning, and principles of mobile learning. It also takes into account current conditions and trends of mobile ICT development. The model comprises four blocks: the purpose-oriented block, the content-technological block, the diagnostic block and the result-oriented block. According to the model, the learning content of Computer Sciences consists of 5 main units: 1) Fundamentals of Computer Science; 2) Architecture of Modern Computers; 3) Fundamentals of Algorithmization and Programming; 4) Software of Computing Systems; 5) Computer Technologies in the Professional Activity of Engineer-pedagogues.