Literatura académica sobre el tema "Science – study and teaching – graphic methods"
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Artículos de revistas sobre el tema "Science – study and teaching – graphic methods"
Gula, Ievgen, Oksana Maznichenko, Anastasiia Kutsenko, Alla Osadcha y Nataliia Kravchenko. "Methods of Teaching Graphic Design in HEIs for Art". Journal of Curriculum and Teaching 12, n.º 2 (18 de marzo de 2023): 154. http://dx.doi.org/10.5430/jct.v12n2p154.
Texto completoTarkhan, Lenuza Zapaevna, Lenara Yusufovna Useinova y Zera Ruslanovna Velilyaeva. "Organization of studying graphic direction subjects in the informational educational environment". KANT 42, n.º 2 (15 de marzo de 2022): 319–25. http://dx.doi.org/10.24923/2222-243x.2022-42.61.
Texto completoLou, Mingying. "A Virtual Reality Teaching System for Graphic Design Course". International Journal of Emerging Technologies in Learning (iJET) 12, n.º 09 (27 de septiembre de 2017): 117. http://dx.doi.org/10.3991/ijet.v12i09.7492.
Texto completoKachorsky, Dani y Stephanie F. Reid. "Teaching with Comics for the First Time". Study & Scrutiny: Research on Young Adult Literature 5, n.º 2 (1 de julio de 2022): 64–94. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.64-94.
Texto completoПашкевич, Н. А. y Л. В. Туркина. "Epistemological aspects of teaching graphic disciplines using the example of descriptive geometry". Management of Education 14, n.º 3-1(78) (15 de marzo de 2024): 30–37. http://dx.doi.org/10.25726/r9518-1565-0466-x.
Texto completoClark, J. Spencer. "Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels". Social Studies Research and Practice 9, n.º 3 (1 de noviembre de 2014): 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.
Texto completoOliinyk, Viktoriia y Arkadiy Boltenkov. "Ways to Improve the Assimilating Efficiency of the Graphic Editors’ Functionality (On the Materials of the Training Course on the Discipline "Computer Technologies in Design")". Demiurge: Ideas, Technologies, Perspectives of Design 4, n.º 2 (13 de diciembre de 2021): 276–90. http://dx.doi.org/10.31866/2617-7951.4.2.2021.246853.
Texto completoM. Labajo, Jr, Cesario. "Utilization of the Modified Frayer Model and Semantic Map its Influence on Motivation Towards Science". International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 1330–42. http://dx.doi.org/10.47772/ijriss.2024.803092s.
Texto completoJie, Liu, Thapana Choicharoen y Suwana Juithong. "Effect of Learning Management Using Project-Based Learning on Graphic Design Ability of Sophomore Students at Suzhou Institute of Art and Design, the People's Republic of China". International Journal of Sociologies and Anthropologies Science Reviews 3, n.º 6 (17 de noviembre de 2023): 275–80. http://dx.doi.org/10.60027/ijsasr.2023.3476.
Texto completoKozlova, I., R. Slavin y Boris Slavin. "Graphic Disciplines and Informatization of Engineering Education". Geometry & Graphics 10, n.º 4 (13 de marzo de 2023): 35–45. http://dx.doi.org/10.12737/2308-4898-2022-10-4-35-45.
Texto completoTesis sobre el tema "Science – study and teaching – graphic methods"
McOsker, Megan. "Student Understanding of Error and Variability in Primary Science Communication". Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/McOskerM2009.pdf.
Texto completoLeech, Andrea Dawn. ""What Does This Graph Mean?" Formative Assessment With Science Inquiry to Improve Data Analysis". PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1537.
Texto completoHeinz, Adrian. "Algorithms and software systems for learning and research". CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536758.
Texto completoEducational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Educational perspectives -- Graph algorithms and their applications -- E-learning -- Model checking.
Department of Computer Science
Eiser, Leslie Agrin. "Microcomputer graphics to teach high school physics". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66055.
Texto completoKeller, Stacy Kathryn. "Levels of line graph question interpretation with intermediate elementary students of varying scientific and mathematical knowledge and ability a think aloud study /". Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002356.
Texto completoFrauenknecht, R. "Secondary and early tertiary student's understanding of graphs of motion". Thesis, University of Stellenbosch, 1998. http://hdl.handle.net/20.500.11838/2128.
Texto completoThis dissertation deals with typical, widespread student errors with respect to kinematic graphs as revealed by a literature survey, as well as an own empirical investigation into the nature and extent of these misconceptions. The fact that certain misconceptions turned out to be more widespread than initially believed, has serious consequences for educators' assumptions about students' understanding of graphs in general, as well as their ideas on how to minimise some generally occurring "alternative views on graphs". Students' graphing skills are analysed and described in terms of a number of translations between various representations of physical events involving motion. A special focus is placed on graph transformations, which are translations from one graphical representation to another. It turned out that this provides valuable information about a learner's graphing skills, as well as his understanding of the relevant kinematic quantities and conventions required to make successful transformations.
Scott, Beverly (Beverly Ann). "The Effect of Graphing Calculators in Algebra II Classrooms: A Study Comparing Achievement, Attitude, and Confidence". Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278081/.
Texto completoHung, Cheung-ling. "A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools". Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.
Texto completoTlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts". Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.
Texto completoMisconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.
NDURYA, RUDOLPH. "Teaching methods for science subjects in elementary schools : A qualitative study on the methods science teachers describe that they use to teach science subjects in elementary schools and what effect they say these methods have on students’ motivation towards science subjects". Thesis, Jönköping University, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49249.
Texto completoLibros sobre el tema "Science – study and teaching – graphic methods"
Taylor, Robert M. Graph work in school science: A booklet for teachers. London: School Examinations and Assessment Council, 1990.
Buscar texto completo1950-, Bartley Anthony, ed. The basics of data literacy: Helping your students (and you!) make sense of data. Arlington, VA: NSTA Press, National Science Teachers Association, 2014.
Buscar texto completoRoth, Wolff-Michael. Toward an anthropology of graphing: Semiotic and activity-theoretic perspectives. Dordrecht: Kluwer Academic, 2002.
Buscar texto completoBuck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications/Critical Thinking Press & Software, 1990.
Buscar texto completoBuck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications, 1990.
Buscar texto completoBuck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications, 1990.
Buscar texto completoBuck, Donna Kay. Math-o-graphs: Critical thinking through graphing. Pacific Grove, CA: Midwest Publications, 1990.
Buscar texto completoHudak, Heather C. Charts and graphs. New York, NY: Weigl Publishers, 2007.
Buscar texto completoCrawford, Debbie. Activities for middle grades science with the CBL 2 and the TI-73. Dallas, TX: Texas Instruments Inc., 2001.
Buscar texto completoCochener, Deborah Jolly. Beginning and intermediate algebra with graphing calculators: An integrated approach. Pacific Grove, CA: Brooks/Cole Pub., 2000.
Buscar texto completoCapítulos de libros sobre el tema "Science – study and teaching – graphic methods"
Zhang, Jing y Yong Ma. "A Study of College Teaching by Multimodal English Teaching Methods". En Recent Trends in Decision Science and Management, 359–67. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3588-8_43.
Texto completoGong, Chenyuan. "A Study on the Teaching Methods of Chinese EFL Teachers". En Advances in Social Science, Education and Humanities Research, 443–50. Paris: Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-126-5_52.
Texto completoHuang, Liqun, Guang Yang y Jie Zhang. "Study on the Teaching Methods of Theory and Practice in Communications Principles Course Based on Teaching Materials". En Advances in Computer Science, Environment, Ecoinformatics, and Education, 207–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23357-9_38.
Texto completoChen, Ching-Ya, Hsi-Jen Chen y Chia-Han Yang. "A Study of the Impact of Different Teaching Methods on Students’ Learning in Design Thinking Courses in Taiwan". En Lecture Notes in Computer Science, 16–27. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60405-8_2.
Texto completoKandlhofer, Martin, Wilfried Baumann, Gerald Futschek, Liam Baumann y Steven Ludwig. "Effects of the COVID-19 Pandemic on the Bebras Computational Thinking Challenge: Comparing Numbers, Examining Reasons and Investigating Recommendations". En Lecture Notes in Computer Science, 69–79. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_6.
Texto completoRoux, Lisa y Thierry Nodenot. "Ethics of E-Learning Recommender Systems: Epistemic Positioning and Ideological Orientation". En The International Library of Ethics, Law and Technology, 203–22. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34804-4_11.
Texto completoWalsh Jr., Thomas. "Exploring Computer Science with MicroworldsEX to Learn Geometry and Logo Programming Code". En Theory and Practice: An Interface or A Great Divide?, 593–98. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.111.
Texto completoQiu, Xiaoran y Wenxia He. "Design and Exploration of Online and Offline Hybrid Teaching Systems Based on CiteSpace’s Visual Knowledge Graph Combined with MOOCs – A Case Study of Surgical Nursing". En Digitalization and Management Innovation II. IOS Press, 2023. http://dx.doi.org/10.3233/faia230751.
Texto completoVan Harpen, Glady. "Using Data, Description, and Graphics to Enrich Your Mixed Methods Study". En Advances in Library and Information Science, 107–18. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1025-4.ch005.
Texto completoUrsyn, Anna. "Teaching and Learning Science as a Visual Experience". En Knowledge Visualization and Visual Literacy in Science Education, 1–27. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0480-1.ch001.
Texto completoActas de conferencias sobre el tema "Science – study and teaching – graphic methods"
Dmitrenko, G. A., T. N. Emelina y T. D. Kupriyanov. "Interactive methods in the study of graphic disciplines". En III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.430-435.
Texto completoSlavin, B. M., I. A. Kozlova y R. B. Slavin. "INFORMATION TECHNOLOGIES IN "ENGINEERING GRAPHICS" AT THE PRESENT STAGE". En INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.204-207.
Texto completoFrancis, Krista, Michele Jacobsen y Sharon Friesen. "The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research". En InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.
Texto completoPanfil, Georgica, Marius Andrita, Viorel Coroiu, Marin Ruiu y Danut Nechita. "A TRANSVERSAL ANALYSIS OF THE EVOLUTION OF TEACHING FORENSIC SCIENCE UNDER THE INFLUENCE OF TECHNOLOGY". En eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-011.
Texto completoKhaled Ahmed, Khloud. "An interactive philosophical vision for textbook design to increase information value". En 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p67.
Texto completoAlsuwaida, Nouf. "Designing and Evaluating the Impact of Using a Blended Art Course and Web 2.0 Tools in Saudi Arabia". En InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5084.
Texto completoCai, Yinglong. "A Study of a New Teaching Mode of Graphic Advertising Design". En 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.424.
Texto completoAkpinar, Yavuz y Huseyin Simsek. "Should K-12 Teachers Develop Learning Objects?" En InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3134.
Texto completoZhang, Hongying. "Practical Study on Project Teaching Methods in College Practical Writing Teaching". En 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.4.
Texto completoToure, Marija y Helena Gabrijelčič Tomc. "Didactic methods for achieving improved creativity in teaching graphic design in secondary school formal education". En 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p64.
Texto completoInformes sobre el tema "Science – study and teaching – graphic methods"
Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov y Abdel-Badeeh M. Salem. MarkHub Cloud Online Editor as a modern web-based book creation tool. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3858.
Texto completoOleksiuk, Vasyl P. y Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3891.
Texto completoMicrobiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.
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