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Articles de revues sur le sujet "Science – study and teaching – graphic methods"
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Gula, Ievgen, Oksana Maznichenko, Anastasiia Kutsenko, Alla Osadcha et Nataliia Kravchenko. « Methods of Teaching Graphic Design in HEIs for Art ». Journal of Curriculum and Teaching 12, no 2 (18 mars 2023) : 154. http://dx.doi.org/10.5430/jct.v12n2p154.
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Under the conditions of digitalization in technology and art, there is a sense of significant changes in visual creativity, where design projects are given not only new artistic expressiveness, but everything becomes an immeasurable resource base and source of inspiration for future graphic designers. This new reality encourages the permanent updating of approaches and the use of innovative methods of teaching graphic design in HEIs for art in the process of preparing for the professional activity of a future graphic designer. Therefore, a modern graphic designer, being the creator of a demanded graphic product that meets the requirements of business and clients, must have a sense of style, and artistic taste, track new trends in graphic design, be versed in styles, be creative, able to create original innovative design projects, have technical knowledge and computer programs, etc. The research aims to establish a pattern of promoting the use of differentiated methods of teaching graphic design in higher education institutions for art. The goal can be achieved by surveying higher education students on the Internet to determine the ability of HEIs for art to apply effective methods of teaching graphic design. Research methods: comparative analysis; systematization; generalization; survey. Results. The survey among higher education students found that online graphic design platforms such as Canva (98.3%), Pixlr (94.1%), Design Wizard (93.8%), Visme (92.4%), Snappa (89.8%), BeFunky (89.2%), etc. contribute to the formation of professional skills in the field of graphic design. It has been found that the following graphic design programs on PCs, namely Adobe Photoshop (95.5%), Affinity Designer (95.3%), Gravit Designer (91.5%), Adobe InDesign (89.9%), Adobe Illustrator (89.5%), best contribute to the formation of professional skills in future graphic designers. It has been determined that 3D graphic design programs such as Paint3D (91.9%), Autodesk Maya (89%), Sumo3D (87.9%), Blender (85.7%), Autodesk 3ds Max (83.3%), ZBrush (81.5%), etc. are the most conducive to the formation of professional skills. The study has revealed which methods of teaching graphic design in HEIs for art are used by teachers. These include innovative methods (91.8%), the method of graphic modeling (89.8%), the method of observation and independent reproduction of certain artistic images through graphic design (87.3%), the method of graphic illustration (86.2%), the method of projective and graphic form finding (81%), etc. It has been established that the successful implementation of differentiated methods of teaching graphic design in HEIs for art contributes to the formation of skills in using modern computer graphics programs to create design objects (91.2%), the ability to use basic skills in project graphics (89.3%), the ability to know color science to create a coloristic solution for a future design object (89%), etc.
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Tarkhan, Lenuza Zapaevna, Lenara Yusufovna Useinova et Zera Ruslanovna Velilyaeva. « Organization of studying graphic direction subjects in the informational educational environment ». KANT 42, no 2 (15 mars 2022) : 319–25. http://dx.doi.org/10.24923/2222-243x.2022-42.61.
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The purpose of the study is to reveal the peculiarities of studying graphic disciplines in the information environment. The article discusses the main ways of using system-aided design in the educational process. The difficulties encountered by students in the study of computer-aided design and graphic editors of vector graphics in a distance learning format and performing independent extracurricular work are noted. The scientific novelty lies in the description of the teaching methodology for working with computer-aided design systems for teachers of vocational training in the sewing profile in the context of distance learning. As a result, the methods of increasing the effectiveness of teaching in computer-aided design were revealed in the course of practical and laboratory work being taught.
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Lou, Mingying. « A Virtual Reality Teaching System for Graphic Design Course ». International Journal of Emerging Technologies in Learning (iJET) 12, no 09 (27 septembre 2017) : 117. http://dx.doi.org/10.3991/ijet.v12i09.7492.
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Graphic design is a comprehensive science integrating artistry, innovation and operability. Graphic design is not limited to print media any more, but starts to be combined with multi-dimensional design methods. The traditional dull duck-stuffing teaching method is not good for stimulating students’ enthusiasm for study, creativity and imagination, and cannot meet students’ learning need accordingly. Thus, we intend to combine painting-imitating teaching with virtual reality in the course of graphic design, with an aim to make up the deficiency of traditional teaching mode, stimulate students’ enthusiasm for study and learning motivation, arouse students’ imagination, creativity and sensibility, and improve students’ overall design capability. To check the effect of the combination of painting-imitating teaching and virtual reality in course teaching of graphic design, we carried out a case study of course teaching of graphic design. The results demonstrate that the class for which virtual reality teaching tools was adopted is significantly superior to the class for which the traditional teaching method was adopted in respect of the degree of proficiency of course teaching skills, special imagination, students’ concentration, and consolidation of knowledge after class, especially in respect of students’ concentration and special imagination. These findings indicate the combination of painting-imitating teaching and virtual reality is helpful to stimulate students’ learning initiative, enthusiasm for study, and learning interest, and greatly improve learning effect.
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Kachorsky, Dani, et Stephanie F. Reid. « Teaching with Comics for the First Time ». Study & ; Scrutiny : Research on Young Adult Literature 5, no 2 (1 juillet 2022) : 64–94. http://dx.doi.org/10.15763/issn.2376-5275.2022.5.2.64-94.
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This research project examines the literacy practices that developed and were implemented around the comics medium when two secondary teachers (one AP Science and one AP English) used graphic novels for the first time in their classroom instruction. Drawing from the view of literacy as a social practice, the researchers used ethnographic methods to examine the two case study classrooms. Using constant comparative analysis and interpretive analysis, the researchers identified six literacy practices the teachers used to teach with and about the graphic novels including Q&A, lecture, answering multiple choice questions, reading out loud, writing about comics, and drawing comics.
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Пашкевич, Н. А., et Л. В. Туркина. « Epistemological aspects of teaching graphic disciplines using the example of descriptive geometry ». Management of Education 14, no 3-1(78) (15 mars 2024) : 30–37. http://dx.doi.org/10.25726/r9518-1565-0466-x.
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Графика как наука – это обширная составляющая человеческой деятельности, зародившаяся в древнейшие времена и развивающаяся в соответствие с уровнем технического развития человеческой цивилизации. В процессе формирования графических знаний используются методы познания, такие как анализ и синтез, дедукция и индукция, моделирование и абстрагирование, классификация и формализация. Графика это – разнообразные изображения, предназначенные для различных целей. В результате развития технических графических изображений, человечество пришло к ортогональному проецированию, законы построения которого проанализированы в данной публикации с точки методов гносеологии. Законы построения ортогональных проекций, законы построения центральных проекций не изменяются при введении в современные реалии систем автоматизированного проектирования и требуют изучения и применения в практической инженерной деятельности. Рассмотрев темы «Эпюр точки» с точки зрения применения методов познания в процессе ее изучения можно сделать вывод, что методы познания применимы в процессе графической подготовки, но, как правило, остаются за рамками методической поддержки процесса обучения. Переход от изучения теории к применению на практике знаний обязательно включает в себя переработку информации методами анализа и синтеза, рассмотрение свойств объектов с применением методов дедукции и индукции, усиление наглядности методом моделирования и выделение существенных качеств объектов методом абстрагирования. Применение знаний в процессе решения графических практико-ориентированного содержания демонстрирует формирование необходимых в инженерной деятельности графических компетенций. Graphics as a science is a vast component of human activity, which originated in ancient times and is developing in accordance with the level of technical development of human civilization. In the process of forming graphic knowledge, methods of cognition are used, such as analysis and synthesis, deduction and induction, modeling and abstraction, classification and formalization. Graphics are a variety of images intended for different purposes. As a result of the development of technical graphic images, humanity has come to orthogonal projection, the construction laws of which are analyzed in this publication from the point of view of epistemological methods. The laws for constructing orthogonal projections and the laws for constructing central projections do not change when computer-aided design systems are introduced into modern realities and require study and application in practical engineering activities. Having examined the topics of “Point Diagram” from the point of view of applying cognitive methods in the process of studying it, we can conclude that cognitive methods are applicable in the process of graphic preparation, but, as a rule, remain outside the scope of methodological support of the learning process. The transition from the study of theory to the application of knowledge in practice necessarily includes the processing of information by methods of analysis and synthesis, consideration of the properties of objects using methods of deduction and induction, increased visibility by the method of modeling and the identification of essential qualities of objects by the method of abstraction. The application of knowledge in the process of solving graphic practice-oriented content demonstrates the formation of graphic competencies necessary in engineering activities.
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Clark, J. Spencer. « Teaching Historical Agency : Explicitly Connecting Past and Present with Graphic Novels ». Social Studies Research and Practice 9, no 3 (1 novembre 2014) : 66–80. http://dx.doi.org/10.1108/ssrp-03-2014-b0005.
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The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
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Oliinyk, Viktoriia, et Arkadiy Boltenkov. « Ways to Improve the Assimilating Efficiency of the Graphic Editors’ Functionality (On the Materials of the Training Course on the Discipline "Computer Technologies in Design") ». Demiurge : Ideas, Technologies, Perspectives of Design 4, no 2 (13 décembre 2021) : 276–90. http://dx.doi.org/10.31866/2617-7951.4.2.2021.246853.
Texte intégralRésumé :
The purpose of this research is to systematize and present the acquired in the process of personal teaching effective teaching methods and techniques, as well as meaningful conclusions in the context of the course “Computer Technology in Design” for its optimization. Research methodology. The research is based, first of all, on the author’s remarks and observations on the peculiarities of mastering by students of the speciality “Graphic Design and Advertising” of the Kyiv National University of Culture and Arts the functionality of graphic editors. That is, among the scientific methods in the preparation of the article were used methods of observation, experiment, comparison, classification, systematization, scientific analysis. Scientific novelty. The study has found that the current model of teaching computer science to designers focused on the study of graphic editors needs to be improved and updated in the context of current trends in computer design. Therefore, taking into account the existing shortcomings, it was proposed to optimize the training approach in four main positions:
study of digital art terminology;
working out of technical receptions;
combination of basic artistic principles with program functionality;
education of analytical qualities in students (graphic image analysis).
Thus, all volume of the tasks directed on working off of technical receptions in combination with basic art bases is classified into three categories according to their maintenance:
algorithmic tasks (the result is predicted);
creative tasks (the result is variable, unpredictable);
combined tasks (the result is variable).
The practical block of tasks for studying graphic editors Adobe Photoshop and Adobe Illustrator for 1–2 years students, successfully tested during the educational process during 2018–2021, is reflected in the table, and the relevant analytical conclusions are presented in the form of infographics. Conclusions. As it was proved in the course of the research, it is the accumulated teaching experience in the context of theoretical substantiation that can experimentally help to determine a quality educational model. As a result, it was possible to systematize the effective teaching methods and techniques acquired during personal teaching, to present a successfully tested set of tasks, as well as to formulate theses on optimizing the educational model in the context of the “Computer Technology in Design” course.
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M. Labajo, Jr, Cesario. « Utilization of the Modified Frayer Model and Semantic Map its Influence on Motivation Towards Science ». International Journal of Research and Innovation in Social Science VIII, IIIS (2024) : 1330–42. http://dx.doi.org/10.47772/ijriss.2024.803092s.
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This research study was conducted to examine the influence of utilization of the Modified Frayer Model and Semantic Map graphic organizers on the motivation towards Science of Grade 7 students in Sarangani Province, Philippines. The study included 100 students who were grade 7 students who participated in the study by joining the Science class and completing the online survey. To assess the influence of utilizing the Modified Frayer Model and Semantic Map graphic organizers on the motivation of the students toward Science subjects, the study utilized the survey questionnaire about motivation towards science and compared the motivation of the control and experimental groups before and after giving instructions conventional mode of teaching and utilization of Modified Frayer Model and Semantic Map graphic organizers, respectively. This study aims to describe the motivation towards Science of the subjects, find out the difference of the subject and the control group, examine the difference in the motivation towards Science of the subjects and Ascertain the difference in the motivation towards science of the subjects and the control group. The study utilized a quasi-experimental research design. Quasi-experimental research designs, like experimental designs, test causal hypotheses. This study used a quasi-experimental research design where two experimental subjects will be tested. The experimental subjects will be assessed on their Science 7 motivation through the utilization of the Modified Frayer Model and Semantic Map. Upon the analysis with the use of an independent sample t-test on the mean of the control group motivation toward science before and after receiving the conventional mode of teaching, it was discovered that the motivation of the subjects towards science insignificantly did not improve after receiving the conventional mode of teaching in Science. This seemed to suggest that the conventional way of teaching is not effective in improving student subject’s motivation toward science. Maybe because the traditional methods of teaching revolve around the lecture. In this case, the teacher is dominant and plays the role of a knowledge transmitter while students are passive. This probably quickly makes one lose interest. As the students do not actively put together their understanding, they may fail to interact and therefore undergo no hands-on experience. Furthermore, this study recommends, to utilize the Modified Frayer Model and semantic map teaching techniques in promoting the adoption of an active learning strategy and enhancing student engagement and motivation in science. Students can easily grasp and apply the various scientific principles by using these visual aids. This helps positive and constructive critique to improve student’s understanding and critical capacities that improve their motivation. This can be achieved regularly through assessments, individual feedback, and an opportunity for self–reflection on the part of students.
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Jie, Liu, Thapana Choicharoen et Suwana Juithong. « Effect of Learning Management Using Project-Based Learning on Graphic Design Ability of Sophomore Students at Suzhou Institute of Art and Design, the People's Republic of China ». International Journal of Sociologies and Anthropologies Science Reviews 3, no 6 (17 novembre 2023) : 275–80. http://dx.doi.org/10.60027/ijsasr.2023.3476.
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Background and Aim: The twenty-first Century is the digital era, with the rapid development of science and technology. Schools and all levels of educational institutes, as places that educate theoretical knowledge to students and develop their practical ability revising the plan and supplementing the teaching materials include developing teaching and learning strategies to promote student abilities and 21st-century skills. The current situation in many art and design institutes are quality of learning and teaching especially strategies to improve the design ability of students according to the trend of graphic design at the global level. Graphic design ability is one of the major abilities of a student who studies in the field of fine and applied art previous educators researched and reported that Learning Management Using Project-Based Learning (PBL) combines curriculum with practice to improve students' initiative, stimulate students' flexible use of knowledge to solve practical problems, and can support the student to develop ability skill and competency. This research aim is composed of 1) to study students' Graphic Design Ability after Learning Management Using project-based learning (PBL) and 2) To assess Students' Satisfaction with Learning Management Using project-based learning (PBL). Materials and Methods: Instruments were (1) an Instrument for the experiment a Lesson plan: 5 lesson plans each lesson plan for 3 hours, 15 hours in total, (2) an Instrument for collecting data composed of: 1) Graphic design ability evaluation form 2) Student satisfaction questionnaire. Methods were (1) The samples were Learned toward learning management using project-based learning. (2) After the samples learned about learning management using project-based learning. The samples were evaluated for Graphic Design Ability by evaluation and student satisfaction through a satisfaction questionnaire. Results: Found that: (1) After learning management using project-based learning, students’ Graphic Design Ability was which was statistically higher than the determined criterion set 70%. (2) After learning management using project-based learning students’ satisfaction with Learning Management Using project-based learning was high level. Conclusion: After learning management using project-based learning, students’ Graphic Design Ability of student statistically higher than the determined criterion set of 70%. and students’ satisfaction with learning management using project-based learning was high level.
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Kozlova, I., R. Slavin et Boris Slavin. « Graphic Disciplines and Informatization of Engineering Education ». Geometry & ; Graphics 10, no 4 (13 mars 2023) : 35–45. http://dx.doi.org/10.12737/2308-4898-2022-10-4-35-45.
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The development of information technology has given a significant impetus and progress both for various industries and life, as well as for education. The national program "Digital Economy of the Russian Federation" provides for ensuring the introduction of digital technologies in the economy and social sphere, and is associated with the National Project "Education (2019-2024)", which includes the Federal Project "Digital Educational Environment" based on the introduction of the target model of modern digital technologies into educational programs. Innovative methods and forms of training create a strategy for the professional training of specialists, and computer visibility of the forms of the part gives an idea of the assembly technology, allows you to perform competent drawings. The purpose of the study is to analyze the methods of solving the problems of descriptive geometry and engineering graphics together with the use of methods of surface formation by geometric methods, as well as on the basis of basic CAD operations COMPASS-3D.
In modern high school, in most cases, drawing is not studied, or only the most general concepts and definitions are studied. The existing course of school computer science deals only with general issues and practically does not give skills in drawing and modeling. As a result, applicants for the most part come to a technical university unprepared for the normal perception of geometric and graphic disciplines. In this regard, two priority tasks of further informatization of engineering education at the technical university have been formulated. On the one hand, this is the improvement of the methodology for teaching geometro-graphic disciplines, including in distance learning. On the other hand, it is the involvement of schoolchildren in various Olympiads and competitions held on the basis of technical universities to develop the initial skills of drawing and modeling simple objects.
Thèses sur le sujet "Science – study and teaching – graphic methods"
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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.
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Leech, 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.
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This study investigated the use of formative assessment to improve three specific data analysis skills within the context of a high school chemistry class: graph interpretation, pattern recognition, and making conclusions based on data. Students need to be able to collect data, analyze that data, and produce accurate scientific explanations (NRC, 2011) if they want to be ready for college and careers after high school. This mixed methods study, performed in a high school chemistry classroom, investigated the impact of the formative assessment process on data analysis skills that require higher order thinking. We hypothesized that the use of evaluative feedback within the formative assessment process would improve specific data analysis skills. The evaluative feedback was given to the one group and withheld from the other for the first part of the study. The treatment group had statistically better data analysis skills after evaluative feedback over the control. While these results are promising, they must be considered preliminary due to a number of limitations involved in this study.
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Heinz, Adrian. « Algorithms and software systems for learning and research ». CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536758.
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Software systems have experienced an impressive growth in the last few decades
and have impacted a wide variety of areas. In this respect, two elds bene t greatly.
Learning and research. In this work, we present several software systems that we
have created to assist in the process of learning and to help researchers by performing
complex computations and generating data. We demonstrate three web-based educational
video games that we developed to teach science to middle school students. We
also describe several software systems that we created for research in graph theory and
model checking. Finally, we discuss our results, contributions and future directions.Educational 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
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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.
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Keller, 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.
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Frauenknecht, 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.
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Thesis (PhD (Education))--University of Stellenbosch, 1998.This 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.
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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/.
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The purpose of this study was to investigate the effectiveness of the graphing calculator on the achievement, attitude toward mathematics, and confidence in learning mathematics of Algebra II students.
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Hung, 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.
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Tlala, 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.
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Thesis (M.Ed.) --University of Limpopo, 2011Misconceptions 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.
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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.
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The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition
Livres sur le sujet "Science – study and teaching – graphic methods"
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Taylor, Robert M. Graph work in school science : A booklet for teachers. London : School Examinations and Assessment Council, 1990.
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1950-, Bartley Anthony, dir. The basics of data literacy : Helping your students (and you!) make sense of data. Arlington, VA : NSTA Press, National Science Teachers Association, 2014.
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Roth, Wolff-Michael. Toward an anthropology of graphing : Semiotic and activity-theoretic perspectives. Dordrecht : Kluwer Academic, 2002.
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Buck, Donna Kay. Math-o-graphs : Critical thinking through graphing. Pacific Grove, CA : Midwest Publications/Critical Thinking Press & Software, 1990.
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Buck, Donna Kay. Math-o-graphs : Critical thinking through graphing. Pacific Grove, CA : Midwest Publications, 1990.
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Buck, Donna Kay. Math-o-graphs : Critical thinking through graphing. Pacific Grove, CA : Midwest Publications, 1990.
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Buck, Donna Kay. Math-o-graphs : Critical thinking through graphing. Pacific Grove, CA : Midwest Publications, 1990.
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Hudak, Heather C. Charts and graphs. New York, NY : Weigl Publishers, 2007.
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Crawford, Debbie. Activities for middle grades science with the CBL 2 and the TI-73. Dallas, TX : Texas Instruments Inc., 2001.
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Cochener, Deborah Jolly. Beginning and intermediate algebra with graphing calculators : An integrated approach. Pacific Grove, CA : Brooks/Cole Pub., 2000.
Trouver le texte intégralChapitres de livres sur le sujet "Science – study and teaching – graphic methods"
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Zhang, Jing, et Yong Ma. « A Study of College Teaching by Multimodal English Teaching Methods ». Dans 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.
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Gong, Chenyuan. « A Study on the Teaching Methods of Chinese EFL Teachers ». Dans 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.
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Huang, Liqun, Guang Yang et Jie Zhang. « Study on the Teaching Methods of Theory and Practice in Communications Principles Course Based on Teaching Materials ». Dans 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.
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Chen, Ching-Ya, Hsi-Jen Chen et Chia-Han Yang. « A Study of the Impact of Different Teaching Methods on Students’ Learning in Design Thinking Courses in Taiwan ». Dans Lecture Notes in Computer Science, 16–27. Cham : Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60405-8_2.
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Kandlhofer, Martin, Wilfried Baumann, Gerald Futschek, Liam Baumann et Steven Ludwig. « Effects of the COVID-19 Pandemic on the Bebras Computational Thinking Challenge : Comparing Numbers, Examining Reasons and Investigating Recommendations ». Dans Lecture Notes in Computer Science, 69–79. Cham : Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-44900-0_6.
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AbstractThe Bebras Challenge is organized in more than 70 countries worldwide. It aims to foster pupils’ interest and passion for informatics and computational thinking. Although the Bebras Challenge is by its nature an online activity, most countries had a decline in participation numbers compared to non-pandemic years. Some countries recorded larger relative declines than others, certain countries even recorded increases. In order to investigate this issue, a comprehensive study, applying quantitative and qualitative methods, was conducted. Based on reported participation data, an interactive online graphic was created in which the reach (participation per thousand inhabitants) of the Bebras Challenge in individual countries or groups of countries in the respective years can be compared with each other. Following an online research regarding homeschooling during the Bebras weeks in different countries, an online survey among 40 Bebras representatives worldwide delivered important key data, such as main reasons for an incline or decline of participation numbers or which measures have been taken to hold the challenge during the pandemic. This was accompanied by qualitative interviews with selected Bebras representatives. The results of this study could help organizers of national and international school activities to respond more effectively to possible future adverse situations.
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Roux, Lisa, et Thierry Nodenot. « Ethics of E-Learning Recommender Systems : Epistemic Positioning and Ideological Orientation ». Dans 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.
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AbstractRecommender systems are increasingly used in e-learning to provide users with personalized services and advice. Depending on the specific context for which the system is implemented (e.g., homework on a specific subject for university students, new training courses for life-long learners), the objectives and proposed items, the chosen recommendation techniques, the features that are considered, the way the recommendations are presented to the users are closely related to the designers’ perception of learners and knowledge. The various approaches reflect different epistemic and ethical viewpoints; for example, representing people using fixed models is easier to process, diagnose, predict and explain, but presents a partial view of reality and obscures the fact that they are complex and evolving individuals. Similarly, some filtering methods can restrict the view of available courses to items considered similar to those that the learner has already followed, thus promoting specialization rather than diversification and openness. This aspect is closely related to fundamental issues involved in the theory of knowledge, questioning the notions of utility and purposes of science, as well as a key issue for academic change and, more fundamentally, that of modern societies. Indeed, these issues should be seen in a broader context of reflection about the economic changes and ideological transformations of a society grounded on neoliberal capitalism. The main goal of this study is to explain how the design of recommender systems in e-learning has both ethical and practical implications since it reflects an ideological conception of science and techniques, thus requiring a previous examination of these issues in order to define the theoretical model of knowledge in which it takes place. For that purpose, we study the certain visions of teaching and learning that can be brought about by algorithms and models used by existing recommender systems in e-learning.
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Walsh Jr., Thomas. « Exploring Computer Science with MicroworldsEX to Learn Geometry and Logo Programming Code ». Dans Theory and Practice : An Interface or A Great Divide ?, 593–98. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.111.
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Future employment of computer-programming jobs will be best for applicants with experience in different languages and coding tools (Bureau of Labor Statistics, 2018). Empirical and meta-analysis research studies support of teaching Logo programming in developing student cognitive problem-solving skills has been documented. Using guided instruction with teacher-mediated scaffolding Exploring Computer Science with MicroworldsEX (Walsh, 2013-2017) has been found as an effective method in preparing students using the Logo code programming language to create geometric graphic, animation, and gaming projects. More research is needed to study teacher scaffolding and mediation skills to support learning Logo coding and transfer to other domains including other programming environments.
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Qiu, Xiaoran, et 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 ». Dans Digitalization and Management Innovation II. IOS Press, 2023. http://dx.doi.org/10.3233/faia230751.
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Knowledge map is a modern concept that combines theories and methods of applied mathematics, graphics, information visualization technology, information science and other disciplines with metrology citation analysis, co-occurrence analysis and other methods. It uses the visual map to display the core structure, development history, frontier fields and overall knowledge structure of the discipline to achieve multidisciplinary integration. Our school’s “Surgical Nursing” course is a provincial-level blended online and offline first-class course. With the help of modern information technology and the carrier of the Super Star MOOC platform, we make full use of all kinds of high-quality course teaching resources and explore the mixed online and offline teaching systems. In order to improve the nursing students’ scientific research literacy and ability, cultivate the concept of lifelong education and learning for students, an attempt is made here, by taking the section “Upper urinary tract stones” in “Surgical Nursing” as an example, to illustrate the design of an online and offline hybrid teaching systems based on CiteSpace’s visual knowledge graph combined with MOOCs.
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Van Harpen, Glady. « Using Data, Description, and Graphics to Enrich Your Mixed Methods Study ». Dans Advances in Library and Information Science, 107–18. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1025-4.ch005.
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Systems of organizing, displaying, and presenting data in studies focusing on educational research have traditionally included statistical tables and figures such as charts and graphs. This chapter provides a discussion of utilizing multiple visual methods for displaying data in an educational mixed methods study that goes beyond tables and charts. The chapter does not go into construction of visual methods but offers suggestions and ideas for graphic illustrations such as icons, emojis, or photographs to display results. The chapter calls attention to application opportunities for researchers to reflect upon prior to submitting research proposals and IRB applications.
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Ursyn, Anna. « Teaching and Learning Science as a Visual Experience ». Dans 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.
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This chapter brings about concepts about implementing a framework for teaching and learning across the disciplines by introducing topics and activities pertaining to science, computing, and graphic arts as a unified cognitive and visual learning experience. First, theoretical framework is presented, to support designing integrative projects for cognitive learning. This part provides basic information about brain and mind, feelings and emotions, cognitive thinking, intelligence and cognitive styles, along with some basics about technologies used for studying cognitive activity. Then follows short introduction to ways to communicate knowledge, visual thinking, visual literacy, and knowledge visualization concepts and methods. Next, concerns about science education draw attention to a need of including into curriculum new developments in science and information about currently emerging disciplines. The goal is to enhance technological literacy of students, activate their interest, motivation, abstract thinking, and elicit a wish to achieve their aims.
Actes de conférences sur le sujet "Science – study and teaching – graphic methods"
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Dmitrenko, G. A., T. N. Emelina et T. D. Kupriyanov. « Interactive methods in the study of graphic disciplines ». Dans 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.
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Interactive teaching methods in the study of graphic disciplines open up new opportunities for the teacher in teaching his subject. The use of interactive teaching methods in the study of descriptive geometry and engineering graphics facilitates the memorization process, allows you to make the lesson more effective, interesting and dynamic, thereby increasing the level of motivation for learning and maintaining a high degree of efficiency of students.
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Slavin, B. M., I. A. Kozlova et R. B. Slavin. « INFORMATION TECHNOLOGIES IN "ENGINEERING GRAPHICS" AT THE PRESENT STAGE ». Dans INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.204-207.
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The article deals with the implementation of information technologies in accordance with the Federal State Educational Standard when students of Astrakhan universities study the course "Engineering Graphics" during distance learning, further informatization of engineering education. To ensure a high level of modern production, the priority task is to improve the teaching methods of geometric and graphic disciplines. Along with the traditional execution of drawings, modern computer-aided design systems should be consistently applied to achieve an appropriate level of information literacy, which will ensure that students acquire the necessary professional competencies.
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Francis, Krista, Michele Jacobsen et Sharon Friesen. « The Use of Graphics to Communicate Findings of Longitudinal Data in Design-Based Research ». Dans InSITE 2015 : Informing Science + IT Education Conferences : USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2240.
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Visuals and graphics have been used for communicating complex ideas since 1786 when William Playfair first invented the line graph and bar chart. Graphs and charts are useful for interpretation and making sense of data. For instance, John Snow’s scatter plot helped pinpoint the source of a cholera outbreak in London in 1854 and also changed understandings of how germs were spread. While popular in the field of information graphics, rarely are graphs beyond the bar chart found in educational research articles. When present, the graphs do not necessarily enhance the findings of the data. Nor do educational research methods textbooks promote or instruct how to create visual representations to aid with interpretation and communication of findings. This paper attempts to address this void by sharing our processes for creating meaningful visual graphs for communicating multi-dimensional statistical findings more effectively. A working hypothesis was that carefully crafted visual graphics would convey our longitudinal research findings more effectively to broader audiences than existing forms. Three visuals were constructed from survey data three-year longitudinal design based research study of teacher and student learning in a one-to-one laptop school. The study focused on learning designs that changed and improved student learning experiences and outcomes by adopting inquiry approaches to teaching that incorporate meaningful uses of technology. In field tests, our audiences found the visuals were useful for interpreting the findings. More and more frequently, academics are required to communicate their findings to broader audiences. A well-designed and well-constructed graph(ic) can provide a means for effective communication of complex, multi-dimensional statistical data. Such effective communication is beneficial for both an academic audience as well as for broader audiences. The authors presented this paper that was previously published in JITE: Research
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Panfil, Georgica, Marius Andrita, Viorel Coroiu, Marin Ruiu et Danut Nechita. « A TRANSVERSAL ANALYSIS OF THE EVOLUTION OF TEACHING FORENSIC SCIENCE UNDER THE INFLUENCE OF TECHNOLOGY ». Dans eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-011.
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The paper is concentrated on an applied research, developed over the year 2016, using transversal methods, on the field of the perceptions of forensic science professionals related to the influence, in time, of the technology versus learning efficiency in the area of forensic science. It is well known that during last two decades, aspects related to the procedures of operational behavior related to crime scene, as well as the laboratory analysis have evolved. Furthermore, the learning process has changed, as it was determined by the evolution related to the usage of technology within practical situations. In this context, current paper was focused in evaluating the perception of few target groups, all of the originating from the field of forensic science. The research was focused on the questionnaire method (both "open" and "closed" questionnaire), and it tackled some key groups: first, a group of students from last year of studies (from "Forensic" profile), originating from Romanian Police Academy, as the only institution to train forensic scientists; second, a group of forensic operatives with no more than 5 years in the field of forensic science. Third, a group with 15 to 25 years in the field of operational work, and forth, a group of operatives close to retirement. All of these groups were subject to the study, which contained questions directly related to the use of technology in direct training - be there initial or continuous - related to the field of forensic science. As such, the graphics and the results are interpreted and are accompanied by a section of conclusions of the authors.
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Khaled Ahmed, Khloud. « An interactive philosophical vision for textbook design to increase information value ». Dans 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.
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This research aims to improve the visual design of information in primary school education by improving the structural and graphic design of the textbook through paper engineering of pop up interactive book based teaching material. The goal of the research is also to find a solution for textbook design that combines the benefits of an electronic book and an ordinary book by displaying images in three dimensions and content in an interactive manner to simplify and facilitate the information. The difficulty for primary school students to understand some curricula through ordinary textbooks is a research problem. In this study, we used a field study with a focus group discussion to achieve our goal, and we chose an informal ordinary book as the primary source, its title (into the crater of doom) and transforming its structure design into a pop-up book to present to primary school students and get their feedback on the method to design the pop-up book to use as an aid means of simplifying information for students, interacting with the book, and presenting the information in an interesting manner. The results of a discussion group with 33 primary school teachers divided into three groups revealed that 92% of them agreed that the design of the ordinary textbook should be updated. By presenting the researcher's pop-up book, all of them prefer to use the pop-up book as an aid in improving students' cognitive and intellectual skills. Furthermore, the results of the discussion groups with the students, a total of 35 students divided into three groups, revealed that all of them preferred to use the pop-up book in all textbooks, particularly science and social studies for 4th grade primary students. As well as making recommendations to the Ministry of Education on their performance regarding the positive impact on students of using pop-up books designed by the researcher as an aid means to students in schools and homes.
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Alsuwaida, Nouf. « Designing and Evaluating the Impact of Using a Blended Art Course and Web 2.0 Tools in Saudi Arabia ». Dans InSITE 2023 : Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5084.
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Aim/Purpose. This study designed and evaluated the impact of using a blended course and Web 2.0 tools into the “Design Fundamentals and Elements” course of a fine arts bachelor’s program at a Saudi Arabian university. The study also examined how students used Web 2.0 tools to improve their learning in the design of a blended (hybrid) course following the Quality Matters TM Higher Education Rubric (QMHER). Background. Web 2.0 tools such as Voki, YouTube, Pinterest, and Instagram feature educational technology that offers resources, helps instructors submit their lesson plans, create presentations, and conduct online student meetings. Methodology. The research adopted a mixed-method approach: a qualitative and quantitative pilot study. Data were collected through a pre-survey, pre-test, and post-test for one focus group, and in-depth individual interviews. Contribution. Blended courses should be integrated with the QMHER and Web 2.0 tools into art and design curricula. Art and design teaching and learning should be transformed through Web 2.0 tools, allowing students to explore their design capabilities in the fine arts, art education, interior design, fashion design, and graphic design fields. Findings. The findings revealed three themes in the data: 1) how to design blended learning best with the QMHER in an art education course, 2) Voki’s impact on learning 21st-century skills in a blended course, and 3) Voki’s impact on personal interactions from students’ perspectives. Recommendations for Practitioners. The study suggests that blended courses featuring Voki animation activities play an important role in art education during the Covid-19 pandemic; students’ favorite Web 2.0 tools can improve their learning, and Voki can offer a new method and animation tool that can be integrated into activities for art students. Recommendations for Researchers. Blended courses using Voki should be implemented as they can lead to improvements in students’ 21st-century skills (including technology literacy, creativity, decision-making, problem-solving, and collaboration and communication). Impact on Society. The QMHER was valuable for students’ understanding of the course requirements and to improve their grades. Moreover, many Web 2.0 tools were helpful in teaching and learning art and design concepts. The findings highlight how students’ 21st-century skills increased using Voki in a blended course. Future Research. The QMHER should be applied internationally to online and blended higher education courses.
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Cai, Yinglong. « A Study of a New Teaching Mode of Graphic Advertising Design ». Dans 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.
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Akpinar, Yavuz, et Huseyin Simsek. « Should K-12 Teachers Develop Learning Objects ? » Dans InSITE 2007 : Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3134.
Texte intégralRésumé :
The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.
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Zhang, Hongying. « Practical Study on Project Teaching Methods in College Practical Writing Teaching ». Dans 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.
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Toure, Marija, et Helena Gabrijelčič Tomc. « Didactic methods for achieving improved creativity in teaching graphic design in secondary school formal education ». Dans 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.
Texte intégralRésumé :
In teaching and learning graphic design in a secondary vocational school, we mainly use digital tools for both teaching and learning. According to the curriculum, students in the 2nd and 4th years learn to design various printed and animated content. The work is very creative and students need to be able to visualize their ideas in an appropriate way and with appropriate tools, which is a challenging and complex process. For the teachers, it is a challenge to give instructions for a specific task and to evaluate it, and for the students, it is a challenge how to solve it in the most successful way. With the rapid development of technology and the unstoppable updating of programs, problems arise because students must constantly familiarize themselves with new programs and the variety of new digital tools and techniques, while thinking about how to conceptualize and visualize a particular idea in accordance with the task at hand. As a result, they are unable to focus on their own creativity as they have to constantly learn how to use digital tools that enable them to create a design product. The goal of the research is to create measurable and verifiable data that will help apply an appropriate didactic method to achieve optimal results when teaching graphic design. When teaching the subject matter in the practical classes of graphic design, teachers mainly use 3 didactic methods: Demonstration methods, text methods and video methods (Figure 1). In the research, we determined which didactic method is the most effective in achieving a certain learning goal according to the set task. The methodology included experimental work and interviewing students. In the experimental part, students solved tasks using the method of all three didactic methods and then completed a questionnaire. The survey was completed by 56 students (2nd and 4th year students). Students rated each didactic method on a 5-point Likert scale. The results obtained were statistically analysed using IBM SPSS Statistics. The results of the analysis provide an interesting insight into the creative process of the students in relation to the learning methods. The results of the study show that the choice of an appropriate didactic method or a combination of didactic methods is important both for a student's successful and creative implementation of a design task and for the effective teaching of graphic design.
Rapports d'organisations sur le sujet "Science – study and teaching – graphic methods"
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Babenko, Vitalina O., Roman M. Yatsenko, Pavel D. Migunov et Abdel-Badeeh M. Salem. MarkHub Cloud Online Editor as a modern web-based book creation tool. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3858.
Texte intégralRésumé :
The main criterion for the competitiveness of a teacher or expert in the field of science is a good ability to present their knowledge to students in an interactive form without spending a lot of time in preparation. The purpose of the study is to analyze modern editors to create educational information content in the modern educational space and to present a modern tool for creating web books based on the latest IT technologies. Modern editors of web material creation have been analyzed, statistics of situations on mastering of knowledge by listeners, using interactive methods of information submission have been investigated. Using the WYSIWYG concept and analyzing modern information tools for presenting graphic material, an effective tool for teaching interactive web material was presented. An adapted version of the MarkHub online editor based on cloud technologies is presented. Using MarkHub cloud-based online editor for the unified development of educational content can significantly increase the author’s productivity in the content creation process. At the same time, the effects of reducing the time spent on formatting the external presentation of the content, making synchronous changes to different versions of the content, tracking the versions of the content, organizing remote teamwork in the network environment are achieved.
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Oleksiuk, Vasyl P., et Olesia R. Oleksiuk. Methodology of teaching cloud technologies to future computer science teachers. [б. в.], juillet 2020. http://dx.doi.org/10.31812/123456789/3891.
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The article deals with the problem of training future computer science teachers for the use of cloud technologies. The authors analyzed courses from leading universities to study cloud technologies. On this basis the model of application and studying of cloud technologies in the process of training of future teachers of informatics was developed. The basic principles of this model are proposed: systematic, gradual, continuous. It contains target, content, operating and effective component. Therefore, the stages of using cloud computing technology were proposed: as a means of organizing learning activities, as an object of study, as a means of development. The article summarizes the experience of designing a cloud-based learning environment (CBLE). The model is based on such philosophical and pedagogical approaches as systemic, competent, activity, personality-oriented, synergistic. Hybrid cloud is the most appropriate model for this environment. It combines public and private cloud platforms. CBLE also requires the integration of cloud and traditional learning tools. The authors described the most appropriate teaching methods for cloud technologies such as classroom learning, interactive and e-learning, practical methods. The article contains many examples of how to apply the proposed methodology in a real learning process.
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Microbiology 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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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.