ethanporcaro/eric-fulltext-meta huggingface dataset:
Visual Literacy and Visualization in Instructional Design and Technology for Learning Environments
Author: Güney, Zafer
Date: 2019-00-00
Type: Journal Articles
Subjects: Visual Literacy,Visualization,Instructional Design,Educational Environment,Multimedia Instruction,Educational Technology,Engineering Education,Science Education

The purpose of this study is to discuss the effects of visuals, visual literacy, visualization and multimedia design strategies using instructional design (ID) models for developing projects in education and science education, as well as engineering education. This study discusses and presents ways to evaluate visuals, visualization, and virtual technologies (as VR/AR and 2D-3D) in science education and engineering education based on research and foundations of visual learning, visual thinking, and visual communication. This study is a literature review work concerning visual effects, visual literacy, learner perceptions and technological variables for designing multimedia instruction and learning projects in visualization. In addition, this paper discusses similarities and constraints in using ID models for designing multimedia projects from the perspective of the use of visuals and ID models for developing visual materials in education. These procedures include the perceptual and theoretical foundations of visual learning, cognitive factors of visual images, visual design and program of systematic evaluation steps, as well as multimedia projects design and development materials with ID models, such as the decide, design, develop, and evaluate (DDD-E) model (Ivers, Barron, 2010) and a human information processing model (Mayer, 2001). With these models, all considerations for visual typology will be indicated in the implementation of visuals, learning design, visualization using virtual reality technologies and evaluation of visuals in multimedia development. Concluding the paper, meaningful connections between visuals and technological variables for developing multimedia project design will be considered. Indicators for learners and designers and teachers will be shown in learning imagery for visualization activity and educational technology. This will be followed by a discussion of the use of visuals and evaluation of visual materials based on the program of systematic evaluation developed by Dwyer (1972, 1978, 1987, 1994).
Visualisation of Selected Mathematics Concepts with Computers -- The Case of Torricelli&apos;s Method and Statistics
Author: Guncaga, Ján
Date: 2019-00-00
Type: Journal Articles
Subjects: Visualization,Mathematical Concepts,Computer Assisted Instruction,Computer Software,Mathematics Instruction,Statistics,Mathematics Education,Educational Technology,Geometry,Secondary School Students,Data Analysis,Measurement

Visual imagery has been an effective tool to communicate ideas connected with basic mathematics concepts since the dawn of mankind. The development of educational visualisation technology allows these ideas to be demonstrated with the help of some educational software. In this paper, we specifically consider the use of GeoGebra, a free, open-source educational application developed by an international consortium of mathematics and statistics educators, but other educational software could also be used for the same visualisation tasks. In this study, we present Torricelli's method for measuring the area under arc of cycloid as an example of using GeoGebra to visualise he area of planar figures. This kind of introduction is suitable for secondary schools and for training pre-service teachers. We will also show how GeoGebra can be used to develop students' understanding of representing data (i.e. the topic from statistics education). While students explore the visualisation of data, GeoGebra allows them to create and explore representations while building the understanding that is required for analysing data and drawing figural conclusions from graphical representations.
Educational System of Victor N. Soroka-Rosinsky: From Coercion to Voluntariness
Author: Abramov, ?lexander ?.
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational History,Creative Development,Adolescents,Disadvantaged Youth,Independent Study,Antisocial Behavior,Compliance (Psychology),Foreign Countries,Humanistic Education

The article presents the teaching techniques of Victor N. Soroka-Rosinsky. Those techniques are aimed at the pupils of closed-typed educational institutions to form voluntariness. In general, they represent a phased educational system evolving from coercion to conscious self-initiated activities. At the final stage, voluntariness is the result of teachers' actions, when it is transformed into self-activity and self-organization of the students themselves on the basis of collective creativity and competition. Achieving such a state is the ultimate goal of educational influence, when a self-active, creative, voluntary initiative is set as the main life strategy by each student and the team as a whole. At present, the system developed by Victor N. Soroka-Rosinsky can become the initial basic matrix in the implementation of educational and morale building strategies in working with &quot;troubled&quot; teenagers to form their voluntariness as a necessary and socially significant trait of their personalities. It is volunteerism that currently meets the interests of the society and social basis of the Russian people.
Education Reforms in the Don Region in 1880-1890 and Host Ataman Prince N.I. Svyatopolk-Mirsky
Author: Peretyatko, Artyom Yu.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Change,Educational Policy,Vocational Schools,Secondary Schools,School Closing,Leaders

Ataman Nikolai Ivanovich Svyatopolk-Mirsky came under harsh criticism, targeted by his contemporaries from the liberal camp, as a persecutor of enlightenment who &quot;has failed to completely abolish science, but not thanks to the lack of enthusiasm.&quot; On the other hand, today's historians urge the academic community to re-assess the figure of the ataman who contributed to opening several new educational institutions on the Don. In our paper, we tried to throw light on the situation by deliberately focusing on the policy of N.I. Svyatopolk-Mirsky in education. As a result, we found out that numerous close-downs of gymnasiums, initiated by the ataman, and reduced number of students can be explained not so much by political considerations but by criminal and educational reasons, and the process began after 1885, when a gymnasium principal fled Novocherkassk following an attack by his students. At the same time, instead of closed gymnasiums, N.I. Svyatopolk-Mirsky established technical and vocational schools that were long urgently needed. Our primary conclusion is that although N.I. Svyatopolk-Mirsky pursued a logical and reasonable educational policy in general, he made a number of mistakes -- he excessively cut enrolment in gymnasiums and failed to provide the region with graduates from the network of vocational schools he created.
The Potential of Museums in the Mediation of Science and Technology. Museum Presentation and Education on the Example of the Technical Museum in Brno (Czech Republic)
Author: Jagošová, Lucie
Date: 2019-00-00
Type: Journal Articles
Subjects: Museums,Foreign Countries,Nonschool Educational Programs,Exhibits,Communication (Thought Transfer),Publishing Industry,Scientific Research,Science Education,Technology Education

This study examines museum presentations and educational activities in the area of technical museology, on the example of the Technical Museum in Brno (Czech Republic). Technical museology counts among the most popular segments of museum culture employed, in particular, in the popularization of science and technology. Through their exhibition activities, as well as museum and educational activities, museums approach target groups of visitors including pupils and students from all types of schools. Museums of technology have documented and mediated the progress in technology in society for nearly 200 years through a wide range of activities, especially in the form of the visualization of technological procedures of production, from the processing of a material to a finished product. This contribution analyses and assesses the basic presentation, educational and scientific activities of the Technical Museum in Brno. It conveys the manners of its communication with the public, as well as the particularities of technical museology.
Visualisation as a Method for the Development of the Term Rectangle for Pupils in Primary School
Author: Guncaga, Ján
Date: 2019-00-00
Type: Journal Articles
Subjects: Visualization,Teaching Methods,Mathematics Instruction,Geometric Concepts,Elementary School Mathematics,Elementary School Students,Grade 4,Foreign Countries,Secondary School Students,Secondary School Mathematics,Grade 9,Knowledge Level,Misconceptions,Concept Formation

Visualisation is an important part of the cognitive process in mathematics. Pedagogical-psychological theoretical frameworks concerning cognitive processes consider perception and visualisation as basic conditions for the creation of correct mental imagery. This study examined visualisation as a key factor in the development of geometric concepts for pupils in primary and lower secondary education. The study has empirical-applicational characteristics. The results of research on Slovakian students regarding geometric concepts about rectangles and squares are described. The research sample consisted of two groups of pupils in the 4th grade (primary level) and 9th grade (lower secondary level). The comparison of results between the two groups enabled the identification of several misconceptions made by pupils regarding rectangles and several suggestions are included for educational interventions based on static and dynamic visualisation models.
Effects of Education Programs on Dance Sport Performance in Youth Dancers
Author: Uspuriene, Aiste Barbora P.
Date: 2019-00-00
Type: Journal Articles
Subjects: Dance Education,Physical Education,Performance,Physical Fitness,Athletics,Outcomes of Education,Scores,Control Groups,Experimental Groups

The aim of this study was to investigate the effects of education programs on dance performance in youth sports dancers. Fifty-four subjects (aged 9-11 years) volunteered to participate in a 12 wk education program and were randomly assigned to three groups. The experimental group one (EG-1) trained in Dance sport 2 d.wk[superscript -1] and performed physical training (i.e. track and field athletics, games, relays, and rhythmic gymnastics) 1 d.wk[superscript -1]. Experimental group two (EG-2) trained in Dance sport 2 d.wk[superscript -1] and performed aerobics and aerobic gymnastics exercises 1 d.wk[superscript -1]. The control group (CG) dancers developed their Dance sport-specific technical and tactical skills 3 d.wk[superscript -1]. Training occurred 3 d.wk[superscript -1] for a total of 54 hours. The dancers' anthropometric and physical fitness characteristics, as well as Dance sport performances were measured pre and post-intervention. No significant differences were observed at baseline between the three groups, except stature in EG-2 (p &gt; 0.005). At post-intervention, the supplemental education sessions improved Dance sport performance scores of EG-1 (p = 0.004, n[superscript 2] = 0.673, P = 0.943) and EG-2 (p = 0.001, n[superscript 2] = 0.778, P = 0.996) dance pair; no change was observed in Dance sport performance in CG-1 (p = 0.622, n[superscript 2] = 0.032, P = 0.074). The application of Dance sport training combined with supplemental education improves development of Dance sport performance in youth sports dancers.
Free Education: Fundamentals of Humanistic Pedagogics (On the Example of Activity of the German Public Figures of the Second Half of XIX -- The Beginning of the XX Centuries of F. Gansberg, L. Gurlitt, G. Sharrelman)
Author: Belentsov, Sergei I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Humanistic Education,Educational Change,Personality,Educational Theories

The problem of free education as the direction in reformatory pedagogics of Germany of the second half of XIX -- the beginnings of the XX centuries is staticized in this article. The child is the center of pedagogical process according to free education. Historical, system, culturological approaches are main in a research of this problem. They allowed to reveal intrinsic characteristics, features of process of education in Germany of the considered period. The leading ideas of free education it is a pedocentrizm as the organization of pedagogical process. The interests of children, refusal of systematic training and education of children by in advance developed curricula and programs, orientation to free works of the teacher and pupils enter here. The German teachers reformers F. Gansberg, L. Gurlitt, G. Sharrelman, figures of the Bremen school of sciences, founders of the concept of new &quot;free education&quot; (the theory of the personality), considered education the leading means of formation of the humane personality. They considered the personality as the highest value of society. Materials of article can be useful to pedagogical workers, organizers of educational work with the studying youth to acquaintance to life and activity of the famous German teachers and public figures of the second half of XIX -- the beginning of the XX centuries.
School Occupations, Knowledge Production and New Strategies in Defence of Public Education in Brazil
Author: Goulart, Débora C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Public Education,Educational Strategies,Correlation,Social Action,Student Attitudes,State Universities,Democracy,Foreign Countries,Secondary School Students,School Restructuring,Educational History,Justice,Networks,Activism,Educational Change,Authoritarianism

The uprising of secondary school students in the state of São Paulo (Brazil) is related to a type of collective action that, although recent, finds support in other anti-neoliberal and anti-capitalist movements, with forms of action and organizational dynamic. For a long time, no social movement had expressed such power of mobilization, rupture and resistance in Brazil as the recent school occupations. This article revisits some aspects of resistance towards the policy of &quot;school reorganization&quot; in São Paulo, 2015-2016 and discusses the resistance strategies that emerged from the occupations, indicating a renewal of struggles for democratic education in Brazil. In particular, we examine the interaction between student movements, public universities and the justice system in the context of school occupations and consider how the fertile field of resistance and solidarity led to the emergence of the Public-School and University Network (REPU). The REPU proposes a closer relationship between public universities and movements for the struggle for public education, constituting a singular space for knowledge production and political action.
Using the Concept of Relational Justice to Apply Fairness in Schools
Author: Laing, Karen
Date: 2019-00-00
Type: Journal Articles
Subjects: Justice,Equal Education,Sustainability,Guidelines,Educational Objectives,Stakeholders,Democratic Values,Municipalities,Foreign Countries,Social Justice,Educational Policy,Elementary Secondary Education,Audits (Verification),Cooperation,Educational Attainment,Educational Practices,School Districts,Institutional Evaluation

This paper makes the case for fairness as a driver towards the United Nations Sustainable Development Goal of equitable quality education. We outline a dialogic fairness framework attending to the principles of relational justice in both the service of reducing educational inequalities and improving democratic qualities. The prominence of education as a theme in Fairness Commissions from many UK municipal councils afforded the opportunity to find out if and how fairness could be considered a driver of change towards greater equality in education. Our work with the Newcastle Fairness Commission generated a number of principles of fairness and education, as well as a framework to help operationalize these principles in schools, that we detail in this paper. The framework that was generated was one that recognizes fairness as a form of relational justice arising from a dialogic approach. It was based on a process that used multi-stakeholder interviews and a roundtable inquiry. Views arising from the process interviews and roundtable discussion were consistent with other research into young people's understandings of fairness and education. More research is needed to find out how fairness is understood and enacted by education stakeholders and how these conceptualizations, perspectives, and experiences might combine to improve educational equity and democratic qualities.
The Vocabulary Knowledge of Saudi EFL Tertiary Students
Author: Altalhab, Sultan
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Vocabulary Development,College Students,Language Tests,Scores,Language Proficiency,Knowledge Level,Low Achievement

This study examines the vocabulary knowledge of 120 Saudi tertiary students in order to scrutinise their ability to communicate in English. A vocabulary test constructed by Nation and Beglar (2007) was utilised in the study. The findings revealed that the mean vocabulary size of Saudi EFL tertiary students was roughly 3000 words. Nevertheless, most of the participants achieved low scores in the vocabulary low frequency levels. Some participants were unable to answer any item correctly in these low and mid frequency levels. This suggests that while those students might be able to communicate at a basic level, dealing with reading simplified texts and comprehending listening materials, they may struggle with reading authentic texts, producing a high quality of writing and watching English TV programmes and films.
Performative Practices and &apos;Authentic Accountabilities&apos;: Targeting Students, Targeting Learning?
Author: Hardy, Ian
Date: 2019-00-00
Type: Journal Articles
Subjects: Accountability,Outcomes of Education,Academic Achievement,Educational Improvement,Intervention,Performance Based Assessment,Foreign Countries,Standardized Tests,Educational Assessment,Elementary School Teachers,Student Needs,Teacher Attitudes,Early Childhood Education,Elementary Education

This paper critiques recent practices in schooling, particularly efforts to enhance student learning outcomes for more performative purposes. Such practices have become increasingly prevalent as part of a broader trend towards results-oriented accountability practices, with concomitant pressures upon teachers and students to achieve particular outcomes as evidence of improvement--and often in relation to various forms of local, national, and international standardized tests. The research draws upon experiences of teachers in one school in Australia as they grappled with various reform initiatives as part of their overall School Improvement Plan to enhance educational outcomes for students. This paper draws upon theorizing and research into specific practices of performativity, particularly how children, data and teachers' learning processes are all constituted as &quot;targets&quot; for continuous intervention. As well as revealing the problematic effects of more performative accountabilities, the research also shows how alternative more &quot;authentic&quot; forms of accountability were in evidence and enacted by those constituted through these processes. This paper seeks to provide insights into how teachers' work and learning are heavily influenced by performative pressures, but also how teachers might contest the more instrumental and technicist influences of such practices.
The University as Ideological State Apparatus: Educating to Defend the Corporate Status Quo?
Author: Udas, Ken
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,College Role,Ideology,Politics of Education,Neoliberalism,Social Systems,Academic Freedom,Power Structure,Commercialization,Government School Relationship,Social Class

The function of the university in serving the state is the reproduction and legitimization of state functions and behaviours. Theorized in this manner, the university is observed as an internal auxiliary agent of the state that is made subordinate to dominant class interests and not as an independent agent able to critically and selectively respond to state policy and industrial incentives. The paper argues for the application of an instrumental theory of the state to frame the relationships between the contemporary university and the state in corporate liberal and neoliberal democracies. By offering a critical application of state theory, the authors provide a conceptual framework from which to build methodological approaches that explain why universities in advanced, capitalist societies have so thoroughly adopted neoliberal structures and behaviours. While previous research has offered critical approaches that tend to document how phenomena such as managerialism have become commonplace, this paper reviews an instrumental theory based on the power structure in which the university is cast within the state as part of the ideological state apparatus. Current critical research documenting the corporatization of the university is first considered then aligned with a theory of the state that not only accommodates academic capitalism but also points to the reasons for universities' inability to engage in a serious critique of corporate liberal democracy.
An Essential Change to the Training of Computer Science Teachers: The Need to Learn Graphics
Author: Grinshkun, Vadim
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Educational Needs,Foreign Countries,Computer Graphics,Educational Change,Teacher Education,Preservice Teachers,Information Technology,Teacher Competencies,Geometry,Visualization,Models,Animation,Desktop Publishing,Multimedia Materials,Problem Solving,Programming Languages,Mathematics

The higher education system of the Republic of Kazakhstan emphasizes the need for the development of institutional science, including the field of information technology, with a priority on fundamental research. Professional training of future computer science teachers requires them to know the range of tasks related to computer graphics, and the ability to accomplish them. The training of a computer science teacher goes beyond the task solution and demands that the teacher have the basic knowledge needed in the field of computer science and information technology, and especially in computer graphics. In addition to the traditional and fundamental tasks of teaching computer graphics, the teacher is faced with the use of computer graphics elements and their tools in their teaching. It should be noted that present trends in the digitalization of education have made such tasks fundamental to teaching. Based on the above, this article analyzes the need to teach computer graphics related to the activities of future computer science teachers, and possible methods of their solutions, and the field of use.