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Relevant bibliographies by topics / Illustrations in teaching

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Academic literature on the topic 'Illustrations in teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Illustrations in teaching"

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Styrkyna, Yulia. "PEDAGOGICAL POTENTIAL OF ILLUSTRATIONS IN THE PROCESS OF STUDY OF ENGLISH BY FUTURE TEACHERS." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 31–40. http://dx.doi.org/10.33989/2226-4051.2016.14.171579.

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The author considers opportunities of usage of illustrations in textbooks for foreign language teaching for higher educational establishment' students and comes to a conclusion that, in spite of an idea that there's no requirement for such illustrations, it is possible and it is necessary to use them.The selection of illustrations for teaching foreign language in high school is one of the most complex and least developed textbook design problems. Illustrating university textbooks in native methods of teaching is not actually investigated and needs attention as illustrators and researchers, teachers and practitioners, as no systematic work with illustrative material leads to a lack of ability and willingness of future teachers to continue working with images in high school. The prospect of further scientific research is to analyze the possibilities of illustrating books for those learning the language at «Advanced» level, and opportunities of illustrating books for professional English teachers and teachers of higher school.Modern methods of teaching foreign languages in higher education do not only approve the possibility of the use of illustrations, but also trying to prove their positive impact on learning. Acting on the senses, visibility means more complete representation of an image or concept that promotes more active understanding of the material.The author emphasizes on the thought that this statement is caused by the limited choice of teaching and methodical complexes and lack of appropriate financing, while skilled teachers compensate the absence of illustrations by their own individual pictures. In this article the chosen modern literature on this question which proves an opportunity and necessity of illustrations usage for optimization of the foreign language teaching in higher educational institutions is analyzed.

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Kaur, Gurleen, Preeti Garg, Vidushi Sharma, Jaspreet Singh, Prithpal Singh Matreja, and P. M. L. Khanna. "Comparison of computer simulation and graphical illustration for teaching experimental pharmacology to undergraduate students." International Journal of Basic & Clinical Pharmacology 6, no. 4 (2017): 788. http://dx.doi.org/10.18203/2319-2003.ijbcp20171082.

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Background: Nowadays, medical schools all over the world are incorporating newer methods of teaching experimental pharmacology like computer simulation, besides using graphs, charts, didactic lectures. The present study compared the effectiveness and acceptance of two commonly used methods, namely, computer simulation and graphical illustration in teaching experimental pharmacology to undergraduate medical students.Methods: 90 students of 2nd Prof MBBS were divided into 2 groups and were given either computer simulation or graphical illustration via a cross-over design at two settings, which was followed by a post-test for that particular session. Feedback was taken from the students and the faculty. The data obtained was analyzed using descriptive statistics.Results: The average marks scored by the students in sessions using CAL (67.8%) was significantly high (p=0.008) as compared to teaching by graphical illustrations (60.4%). 71% of students found CAL improved their learning skills better than graphical illustrations. 85% students and 80% faculty agreed that there should be a judicious mixture of CAL and graphical illustrations for a better understanding of drugs.Conclusions: CAL is a beneficial and effective learning tool in teaching experimental pharmacology. For better understanding, graphical illustrations should be used as an adjuvant to CAL.

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White, Michael J., and Debra L. Lilly. "Teaching Attribution Theory with a Videotaped Illustration." Teaching of Psychology 16, no. 4 (1989): 218–19. http://dx.doi.org/10.1207/s15328023top1604_14.

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A videotaped illustration of Kelley's (1973) covariation attribution model is described. The videotape contains sets of sequentially presented behavioral situations that lead students to analyze information using Kelley's model. A description of one set of scenes illustrated on the videotape is provided. The cognitive implications of the use of videotaped illustrations to improve understanding of attributional concepts are noted. Informal observation suggests that the videotape illustration is highly effective. Students are easily able to make appropriate attributions using Kelley's model and to apply them to real-life situations.

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Luo, Yang, and Yuewu Lin. "Effects of Illustration Types on the English Reading Performance of Senior High School Students with Different Cognitive Styles." English Language Teaching 10, no. 9 (2017): 1. http://dx.doi.org/10.5539/elt.v10n9p1.

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Illustration is always used as an example to make the written text or the utterance more clear in general. In Winarski’s opinion (1997), one picture equals thousands of words. That is to say, illustrations are capable to express the meaning of unfamiliar language or a great deal of information in the reading material by vivid pictures, tables, drawings, paintings and so on. As a result, illustrations are applied to many different fields including English language teaching. Based upon Song’s 3 types of illustration classification (2005), decorational illustrations, explainable illustrations and promotive illustrations, this paper tries to investigate the effects of illustrations on the reading performance of senior high school students with different cognitive styles (field-dependence, field-mix and field-independence) in the process of English reading. The result shows that: 1). There is a significant correlation between illustration types and reading performance in terms of field-dependent students. The coefficient of explainable illustration to reading peformance is the highest, while the lowest coefficient is decorational illustration. 2). As for field-mixed participants, their reading performance is also closely associated with illustrations. However, the coefficients are lower than that of field-dependent participants. Decorational illustration has no obviously relation to reading performance. Explainable illustration also reaches the highest coefficient, and it can better improve student’ reading score than promotive illustration. 3). Speaking of field-independent students, no correlation has been found between decorational, promotive illustration and reading performance. However, there exists a significant correlation between explainable illustration and reading performance for field-independent participants.

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Bel'skaya, Anna O. "FEATURES OF COMPOSITION IN THE ART OF CHILDREN’S BOOKS BY ARTHUR RACKHAM." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 3 (2020): 131–49. http://dx.doi.org/10.28995/2073-6401-2020-3-131-149.

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The article studies the book illustration by the English artist Arthur Rackham (1867–1939), the features of his work in the context of time and the experience that can be used in the process of teaching the book design and illustration. Here, research interest is focused on six main techniques that the artist actively used when illustrating in the children’s books in England in the late 19 – early 20th century. The name of A. Rackham and his graphics, are entirely associated with the English Art Nouveau. Having studied the graphic heritage of A. Rackham, on the example of his seven illustrations for children’s books, one can trace how A. Rackham’s creative credo was formed. The artist managed to move away from imitation of the English Victorian style, the Eastern and Western charts, medieval manuscripts and came to his own version of the Neo-Gothic in the art of the English book

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Gardner, Julia, and David Pavelich. "Teaching with Ephemera." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 9, no. 1 (2008): 86–92. http://dx.doi.org/10.5860/rbm.9.1.298.

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In the Fall 2006 issue of RBM, Pablo Alvarez presented us with three case studies to demonstrate his efforts at “introducing rare books into the undergraduate curriculum.” His fascinating examples included teaching an Italian Literature class by looking at various illustrations of Dante’s Commedia; a thought-provoking investigation of censorship in the history of science, making use of Copernicus’ De revolutionibus; and the dissection of an especially loaded edition of Cervantes’ Don Quixote for a course on that novel.Near the end of his article, Alvarez noted that, “Perhaps the distinguishing feature of my own work that I have highlighted in ...

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Freeman, Miriam. "Teaching Note: Analyzing Families in Cultural Context: A Teaching Tool." Journal of Baccalaureate Social Work 18, no. 1 (2013): 51–60. http://dx.doi.org/10.18084/basw.18.1.8015u02674268418.

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This teaching note describes the author's experience with a multidimensional tool designed to facilitate student learning about family assessment within a cultural context. Using their own families as the system of analysis, students engaged in data gathering and organizing, interpretation, and presentation of a multi - generational family. The author links this tool to 2008 Educational Policy and Accreditation Standards practice behaviors; highlights and discusses family maps and a family cultural poem, “I Am From,” as the central components of this teaching tool; and provides recommendations for its use. Students’ “I Am From” poems are included as illustrations.

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Lalić-Vučetić, Nataša, and Nada Ševa. "Odnos teksta i ilustracije - perspektiva ilustratora i učitelja." Inovacije u nastavi 34, no. 2 (2021): 44–62. http://dx.doi.org/10.5937/inovacije2101044l.

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Illustrations as an effective means of communication help children to understand what they have read, enriching at the same time their vocabulary and ultimately influencing children's motivation and achievement. The aim of this paper is to determine how teachers and illustrators perceive and understand the relationship between a text and an illustration in a primer. A qualitative research was conducted using a focus group with primary school teachers and an interview with an illustrator. The research results show that from the illustrator's and teachers' narratives one can single out, on one hand, the categories related to and explaining the relationship between a text and an illustration, and on the other hand, the categories describing the scope of the illustrator and the teachers in the process of text and illustration integration, as well as their motivation. A critical attitude of the illustrator and the teachers towards publishing, as well as the importance of illustration, was a common point in the narratives, where they emphasized that it is necessary to have a measure in order to establish the relationship between a text and an illustration in general. It was observed that the responsibility for the integration of texts and illustrations should be shared by all participants in creating the final textbook/primer, and that it is necessary to emphasize the need to connect the authors and illustrators during the creation of the relationship between a text and an illustration on one page of the primer/ textbook. It is additionally important to develop a further framework for teacher education in terms of emphasizing the importance of illustration in the learning process in teaching.

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Vollbrecht, Lisa, Marie Thérèse Rush, and Karl Cottenie. "Improving dichotomous keys for undergraduate teaching." SURG Journal 7, no. 1 (2014): 23–32. http://dx.doi.org/10.21083/surg.v7i1.2750.

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University of Guelph undergraduate students have been struggling to independently identify macroinvertebrates using dichotomous keys in the Biology of Polluted Waters course (BIOL*4350). The course currently uses dichotomous keys that lack definitions of complex anatomical terms and illustrations that place features in the context of the whole organism. This results in taxonomic bias, whereby some macroinvertebrate families are ignored in subsampling, especially for Ephemeroptera (mayflies). This is of particular concern to biotic assessment of stream quality that uses Ephemeroptera as biological indicators. An updated dichotomous key for Ephemeroptera with illustrations and definitions of anatomical terms integrated within the text of the key was developed at the University of Guelph in Winter 2012. The generation of the key utilized a local macroinvertebrate collection, published literature and existing keys. The effectiveness of the updated key was tested against the BIOL*4350 key by comparing the number of correct identifications produced by undergraduate student volunteers using both keys. Additionally, the number of correct identifications by student volunteers who had previously taken BIOL*4350 (n=18) and those who had not taken the course (n=40) were compared. It was predicted that students who had previously taken BIOL*4350 would produce more correct identifications than students who had not. The new key had a significantly higher proportion of correct identifications than the old key (p

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Pace-Asciak, P., and T. Gelfand. "38. Max Brodel (1870-1941): His artistic influence on surgical learning at John Hopkins Medical School." Clinical & Investigative Medicine 30, no. 4 (2007): 47. http://dx.doi.org/10.25011/cim.v30i4.2798.

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Medical students depend on illustration to learn anatomical facts and details that may be too subtle for the written or spoken word. For surgical disciplines, learners rely on tools such as language, 2-dimensional illustrations, and 3-dimensional models to pass on important concepts. Although a photograph can convey factual information, illustration can highlight and educate the pertinent details for understanding surgical procedures, neurovascular structures, and the pathological disease processes. In order to understand the current role of medical illustration in education, one needs to look to the past to see how art has helped solve communication dilemmas when learning medicine. This paper focuses on Max Brodel (1870-1941), a German-trained artist who eventually immigrated to the United States to pursue his career as a medical illustrator. Shortly after his arrival in Baltimore, Brodel made significant contributions to medical illustration in Gynecology at John Hopkins University, and eventually in other fields of medicine such as Urology and Otolaryngology. Brodel is recognized as one of America’s most distinguished medical illustrators for creating innovative artistic techniques and founding the profession of medical illustration.  Today, animated computer based art is synergistically used with medical illustration to educate students about anatomy. Some of the changes that have occurred with the advancement of computer technology will be highlighted and compared to a century ago, when illustrations were used for teaching anatomy due to the scarcity of cadavers.  Schultheiss D, Udo J. Max Brodel (1870-1941) and Howard A.Kelly (1858-1943) – Urogynecology and the birth of modern medical illustration. European Journal of Obstetrics & gynecology and Reproductive Biology 1999; 86:113-115. Crosby C. Max Brodel: the man who put art into medicine. New York: Springer-Verlag, 1991.  Papel ID. Max Brodel’s contributions to otolaryngology – Head and Neck surgery. The American Journal of Otology 1986; 7(6):460-469.

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Dissertations / Theses on the topic "Illustrations in teaching"

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Jakubowski, Andrea M. "Using Visual Aids in the Secondary Language Classroom: An Action Research Study on the Use of Illustrations during TPRS Instruction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384452424.

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Xerri, Sabrina. "A piece of cake? High school students' retention of idioms : A comparative study of teaching idioms by means of illustrations and definitions respectively." Thesis, Stockholms universitet, Engelska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157118.

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This study aims at investigating teaching of idioms by means of illustrations and teaching of idioms by means of definitions. The informants of the experiment are learners of English in a Swedish high school. The 58 informants of this experiment were tested on a total of 19 idioms. These idioms were carefully chosen in order to make sure that they would not already be known by the informants. Another key factor while choosing the idioms was the possibility to find appropriate illustrations for these idioms. The chosen illustrations depict either the literal or the metaphorical meaning of the idioms. The informants were administered one pre-test and two post-tests (short- and long-term retention tests) to measure the retention rate. The pre-test was used to check if both groups had similar knowledge of the selected idioms and therefore could be comparable. The results of this experiment show that students taught by the use of illustrations had a better short- and long-term retention rate than students taught only by the use of definitions. In both the short- and long-term retention test, informants taught by the use of illustrations outperformed informants taught through definition by more than 10%. This study therefore indicates that the use of illustrations while teaching should not be neglected by teachers and can be a powerful tool to enhance students’ retention of chosen items such as vocabulary or idioms.

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Eriksson, Alexandra. "Läromedel och geometriundervisning i årskurs tre : En kvalitativ studie om matematikläromedel och lärares geometriundervisning i årskurs tre." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-72985.

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Syftet med studien är att undersöka vilken roll lärarna ger till läromedlet i matematik i deras geometriundervisning i årskurs tre. För att svara på studiens syfte, har en triangulering av två metoder genomförts. Den ena metoden är innehållsanalys och den andra är semistrukturerad intervju. Resultaten visar att lärarna ger sitt matemaikläromedel en central roll i geometriundervisningen i årskurs tre. Resultaten visar också att de resurser lärarna använder sig av i sin geometriundervisning är uppgifter i elevernas arbetsböcker, illustrationer, begreppsförklaringar och att lärarna använder sig av lärarhandledningen som inspiration eller stöd i sin undervisning i geometri. Studiens resultat stödjer tidigare forskning inom användandet av matematikläromedel och även tidigare forskning inom geometriundervisning.<br>The purpose of this study is to examine what role the teachers give to the textbooks in their geometry-teaching in third grade. A triangulation has been made between two methods to fulfill the purpose of the study. One method is content analysis and the second one is semi-structured interview. The results shows that the textbooks are given a huge role from the teachers in the geometry-teaching in third grade. The results also shows that the resources the teachers use in their geometry-teaching is assignments in the pupils’ textbooks, illustrations, explanations, and that the teachers use the teachers’ manual as an inspiration or as support in their geometry teaching. The result of this study supports previous research within the use of textbooks and previous research on geometry-teaching.

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Joseph, Lavanithum. "The impact of using graphic representations of signs in teaching signs to hearing mothers of deaf children." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06042009-152153.

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Panagiotopoulos, Dimitrios. "Drawing in anatomy education : exploring its roles in teaching and assessment." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/49451/.

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This thesis consists of an investigation of the current use of visual representations, and drawing in particular, when teaching and assessing within anatomy education in medical studies. Although we know a lot about teachers’ use of visual representations and increasingly drawing, especially in the context of science education, less is known about the use of those tools by educators in the anatomical domain. Drawing is not currently systematically being used within assessment in anatomy education in UK medical schools, and its potential in assessment has not been investigated in depth. Four studies were conducted to answer the research questions set for this thesis. The first study investigated the way in which the teaching staff understand the use of visual representations in teaching, learning and assessment in anatomy. To answer this, observations of seven anatomy demonstrators were conducted within Year 1 dissection sessions, and interviews were conducted with the same demonstrators. The second study employed a real-world experimental design to explore if students’ drawings reveal changes in their understanding after dissection. Drawings from 98 Year 1 medical students were analysed in a within-subject crossover design, where students in the first condition drew the exterior of the heart before dissection in Week 1 and drew the superior mediastinum after dissection in Week 2. The order was reversed for students in the second condition. All drawings were analysed for their content and form with an extensive coding scheme that was developed for this thesis, as the existing coding approaches towards drawings were judged as inappropriate. The third study investigated the use of drawing to reveal changes in understanding as the medical degree progresses. Drawings of the exterior of the heart from 46 Year 3 students were analysed and compared to drawings from the Year 1 students. Finally, the fourth study investigated the way in which anatomy demonstrators understand drawing in the assessment of anatomical knowledge; eight artefact-based interviews were conducted with anatomy demonstrators. The findings offer important insights into the way in which visual representations and drawing in particular are being used by anatomy demonstrators within anatomy education and their perspectives on the use of drawing in teaching, learning and assessment. A significant contribution is also made to the knowledge regarding the use of drawing to assess understanding in spatially intensive domains, such as the anatomical one. This thesis also contributes to our knowledge of dissection as a method of teaching anatomy and the need for drawing training within this domain. Finally, the scheme for drawing analysis that was developed, evaluated and employed in this thesis can be considered a methodological contribution to the approaches of analysing drawings in the current literature.

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Buckley, Signe A. "Integrating literature and illustration in seventh and eighth grade language arts curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/615.

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Silva, Wilian Faias da. "O impacto da matemática moderna no ensino dos números naturais: uma análise de sete livros." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/55/55136/tde-31032016-173049/.

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Este trabalho analisou o impacto da Matemática Moderna (MM) nos livros didáticos de matemática durante o Movimento da Matemática Moderna (MMM) no Brasil, tomando como fonte alguns livros didáticos de matemática editados no período de 1950 a 1960, antes do advento do MMM, na década de 1960, onde o MMM encontrou o seu ápice, e na década de 1970, época de seu declínio. Os autores estudados foram Ary Quintela, Osvaldo Sangiorgi, Carlos Galante, Osvaldo Marcondes dos Santos, e Miguel Assis Name. Nos períodos considerados, acompanhamos como foram apresentados os números naturais e, paralelamente, as mudanças editoriais, conceituais e de legislação envolvidas no processo. Constatamos que as maiores mudanças nos livros de alguns autores foram a introdução do ensino de teoria dos conjuntos e estruturas matemáticas no trato dos números naturais. Além disso, uma série de mudanças editoriais foram observadas nos livros de todos autores, como o uso de um número maior de imagens, cores, e exercícios. Nesse sentido, a introdução da teoria de conjuntos e de todo esse aparato gráfico são, sem dúvida nenhuma, inovações do período que não podem ser vistas de maneira separadas. Ao contrário, são complementares.<br>We analyse the impact of Modern Mathematics (MM) in textbooks of mathematics along the Modern Mathematics Movement (MMM) in Brazil, considering as main sources some mathematical textbooks edited in the 1950\'s, before the MMM\'s advent, in the 1960\'s, the climax of the MMM in Brazil, and the 1970\'s, when the movement faces a serious decline. The authors considered here were Ary Quintela, Osvaldo Sangiorgi, Carlos Galante, Osvaldo Marcondes dos Santos, e Miguel Assis Name. In these periods, we analysed the insertion of the natural numbers in the textbooks concurrently with both editorial, conceptual and laws changes. We identified the introduction of the set theory and some mathematical structures as the major change in the subject. Yet, many editorial changes were observed as the increase of colors, images and exercises. In this sense, the introduction of both the set theory and all these graphical artifacts are innovations of the period which can not be undoubtedly analysed in a separated way. On the contrary, they are complementary phenoms.

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Dumville, Stuart Lloyd. "An investigation into the alignment of illustration in higher education practices and the visual communications industry." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2282.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012.<br>University graduates entering the graphic design, advertising and publishing industries do so with the hand and digital illustration knowledge and skills that they acquired during their time of study. As a result of the ever-changing developments in technology, the parameters of hand-generated illustration within the visual communications industry have increasingly progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment between illustration teaching and learning practices in higher education and professional practice in the visual communications industry, with a view to identifying the gaps, and their causes, in the knowledge and skills of graduates entering the workplace. The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in higher education and industry sites. Both the higher education and workplace investigation was guided by the research questions: 1) What comprises an activity system in the training of illustrators in higher education? 2) What comprises an activity system in professional illustrators' practice? and 3) How can the higher education and professional activity systems be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived from interviews conducted in both higher education and workplace sites, including the analysis of samples of illustration at both sites. The research reveals areas where there is both alignment and non-alignment and recommendations are made with a view to ensuring that illustration programmes in higher education are aligned as closely as possible to the needs of the workplace. The contribution made by this research is both theoretical and practical. The theoretical knowledge framework that has been developed outlines academics' and practitioners' of illustration theorising of current trends in both hand and digital illustration curricula in higher education and current trends and needs of digital and hand illustration in the visual communication industry. In broad terms, there is alignment with regard to technical skills and the tools used across both sites, while there is non-alignment with regard to knowledge of and preparation for the workplace and self employment, for example, time management, interpersonal skills and the acceptance of critique. The practical contribution is in the form of recommendations to curricula, which when applied should better prepare graduates with the practical and skills required of illustrators in the unpredictable, demanding world of work, which they encounter on leaving their academic institutions.

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Strivelli, Rachel A. "Development of an innovative web-based teaching tool illustrating land use impacts to soil quality and formation." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/20872.

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Over the last few decades, post-secondary education has experienced an increase in the adoption of new technologies and approaches into the curriculum. Meanwhile, soil has not received the attention it warrants for its role in many of the current global environmental issues, such as food shortages and climate change. Innovative teaching approaches are needed to convey the message that soil is an essential natural resource for human survival and to raise the appeal of the discipline of soil science. The objective of this study was to develop and evaluate the web-based Land Use Impacts (LUI) teaching tool, which combined a problem-based learning (PBL) style case study with information technology (IT) to illustrate the impacts of three land uses on soil formation and quality for students enrolled in the fourth year/graduate university course on sustainable soil management. The LUI tool (http://soilweb.landfood.ubc.ca/luitool/) provides an authentic learning experience with the purpose of engaging students and providing greater access to information. The tool will be used extensively in the Sustainable Soil Management course offered at UBC which has a yearly enrollment of around 30 students. The tool includes instructional technologies, soils data from 1970 and 2005-2008, archival photos, maps, historical narratives, and web-links. Preliminary feedback showed that the tool successfully conveyed learning objectives and was appealing to the students. Eighty-five percent of student agreed that the tool's multimedia resources added to the appeal of the subject. By exposing students to complex questions without definite answers, promoting intellectual inquiry and analysis, stimulating critical thinking, and encouraging the application of knowledge to complex issues, the LUI tool stimulates higher cognitive processes and facilitates learning outcomes deemed essential by current employment demands. In long-term, this study will help promote development and use of innovative educational methods in soil science curriculum and, in turn, will enhance the appeal of this discipline among the next generation of natural resource scientists.

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Fung, Chun-ip, and 馮振業. "Pedagogical content knowledge versus subject matter knowledge, an illustration in the primary school mathematics context of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31241682.

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Books on the topic "Illustrations in teaching"

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1000 illustrations for preaching and teaching. Broadman Press, 1986.

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Deffner, Donald L. Seasonal illustrations for preaching and teaching. Resource Publications, 1992.

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Forsten, Char. Math talk: Teaching concepts & skills through illustrations & stories. Crystal Springs Books, 2009.

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Forsten, Char. Math talk: Teaching concepts & skills through illustrations & stories. Crystal Springs Books, 2009.

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Feehan, James A. Story Power!: Compelling Illustrations for Preaching and Teaching. Resource Publications, 1994.

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1949-, Jones Paul H., ed. 500 illustrations: Stories from life for preaching and teaching. Abingdon Press, 1998.

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Asoko, Hilary. Analogies & illustrations: Representing ideas in primary science. Association for Science Education, 2001.

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Windows into the lectionary: Seasonal anecdotes for preaching and teaching. Resource Publications, 1996.

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Practical illustrations of Bible truths: Ideas for children, youth, and adults. Regular Baptist Press, 1989.

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Pool, Eugene. The art of fairy tales: Interpreting illustration in current versions of Beauty and the beast, retelling and illustrations by Jan Brett ; and Snow White, retelling by Paul Heins ; illustrations by Trina Schart Hyman. Book Wise, 1995.

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Book chapters on the topic "Illustrations in teaching"

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Steffe, Leslie P. "The Constructivist Teaching Experiment: Illustrations and Implications." In Radical Constructivism in Mathematics Education. Springer Netherlands, 1991. http://dx.doi.org/10.1007/0-306-47201-5_9.

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Highland, Lynn, and Peter Bobrowsky. "TXT-tool 0.001-2.1 Landslide Types: Descriptions, Illustrations and Photos." In Landslide Dynamics: ISDR-ICL Landslide Interactive Teaching Tools. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57774-6_1.

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Wolanin, Agata. "“Picture This!”: The Educational Value of Illustrations in the Process of Teaching L2 to Young Learners." In Second Language Learning and Teaching. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66022-2_11.

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Bowman, Adrian W. "Interacting with Data, Concepts and Models: Illustrations from the rpanel Package for R." In Topics from Australian Conferences on Teaching Statistics. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_1.

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Gorse, Christopher, Richard Cozzens, Lloyd Scott, and Ian Dickinson. "Higher Education in the Professions: Illustrations of Quality Practice in Teaching and Learning." In Ensuring Quality in Professional Education Volume I. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01096-6_2.

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Wittmann, Erich Christian. "Designing Teaching: The Pythagorean Theorem." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_7.

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AbstractHere we consider a fundamental activity of teachers that has to be based on an integrated view of mathematics and pedagogy in order to be successful: namely, the design of teaching. As expressed in the title, a well-known topic of geometry, the Pythagorean theorem, is used for illustrating this integrative approach to student teachers. In other words, the emphasis of the paper is less on the Pythagorean theorem per se but more on general principles of a teacher’s “design kit” that can be applied to other topics as well.

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Durner, Edward F. "Introduction to plant science research and experimentation." In Applied plant science experimental design and statistical analysis using the SAS® OnDemand for Academics. CABI, 2021. http://dx.doi.org/10.1079/9781789249927.0001.

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Abstract This chapter provides an introduction to plant science research and experimentation. Plant science research is an organized investigation using the scientific method to increase knowledge regarding some aspect of plant biology. It requires the collection, analysis and interpretation of data, which are obtained from one of three sources: observational studies, sample surveys and comparative experiments. The purpose of this book is to provide researchers with appropriate tools for implementing, managing and analyzing their experiments. This is accomplished by teaching Statistical Analysis Sytsem (SAS®) and illustrating why specific procedures fit specific research situations.

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Olfos, Raimundo, and Masami Isoda. "Japanese Lesson Study for Introduction of Multiplication." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_5.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_2, we posed questions about the differences in several national curricula, and some of them were related to the definition of multiplication. In Chap. 10.1007/978-3-030-28561-6_3, several problematics for defining multiplication were discussed, particularly the unique Japanese definition of multiplication, which is called definition of multiplication by measurement. It can be seen as a kind of definition by a group of groups, if we limit it to whole numbers. In Chap. 10.1007/978-3-030-28561-6_4, introduction of multiplication and its extensions in the Japanese curriculum terminology were illustrated to explain how this unique definition is related to further learning. Multiplicand and multiplier are necessary not only for understanding the meaning of multiplication but also for making sense the future learning. The curriculum sequence is established through the extension and integration process in relation to multiplication. In this chapter, two examples of lesson study illustrate how to introduce the definition of multiplication by measurement in a Japanese class. Additionally, how students develop and change their idea of units—that any number can be a unit in multiplication beyond just counting by one—is illustrated by a survey before and after the introduction of multiplication. After the illustration of the Japanese approach, its significance is discussed in comparison with the Chilean curriculum guidebook. Then, the conclusion illustrates the feature of the Japanese approach as being relatively sense making for students who learn mathematics by and for themselves by setting the unit for measurement (McCallum, W. (2018). Making sense of mathematics and making mathematics make sense. Proceedings of ICMI Study 24 School Mathematics Curriculum Reforms: challenges, changes and Opportunities (pp. 1–8). Tsukuba, Japan: University of Tsukuba.). A comparison with Chile is given in order to demonstrate the sense of it from the teacher’s side. In relation to lesson study, this is a good exemplar of how Japanese teachers develop mathematical thinking. It also illustrates the case for being able to see the situation based on the idea of multiplication (Isoda, M. and Katagiri, S. (2012). Mathematical thinking: How to develop it in the classroom. Singapore: World Scientific; Rasmussen and Isoda Research in Mathematics Education 21:43–59, 2019), as seen in Figs. 10.1007/978-3-030-28561-6_4#Fig2 and 10.1007/978-3-030-28561-6_4#Fig3 in Chap. 10.1007/978-3-030-28561-6_4 of this book.

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Gerbrandt, Roxanne, and Ann Strahm. "‘Self-made’ Success on the Private Dole: An Illustration of the Reproduction of Capitals." In Teaching Economic Inequality and Capitalism in Contemporary America. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71141-6_4.

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Curcio, Andrea A., Gregory T. Jones, and Tanya M. Washington. "Essay Question Formative Assessments in Large Section Courses: Two Studies Illustrating Easy and Effective Use." In Exploring Learning & Teaching in Higher Education. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55352-3_16.

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Conference papers on the topic "Illustrations in teaching"

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Mukhina, Natalya Nikolaevna. "TEACHING RUSSIAN TO FOREIGN STUDENTS USING CURRENT BORROWED VOCABULARY." In VIII Международная научно-практическая конференция "Научные исследования и инновации". KDU, Moscow, 2021. http://dx.doi.org/10.31453/kdu.ru.978-5-7913-1191-7-2021-160-165.

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The article is devoted to the consideration of difficult issues of teaching aspects of the Russian language to foreign students. It is emphasized that the most difficult for foreigners is polysemantic vocabulary. An introduction to the learning process is offered: analysis of words borrowed from the students ' native languages, and illustrations of the meanings acquired by these lexical units.

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Herta, Christian, Benjamin Voigt, Patrick Baumann, et al. "Deep Teaching: Materials for Teaching Machine and Deep Learning." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9177.

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Machine learning (ML) is considered to be hard because it is relatively complicated in comparison to other topics of computer science. The reason is that machine learning is based heavily on mathematics and abstract concepts. This results in an entry barrier for students: Most students want to avoid such difficult topics in elective courses or self-study. In the project Deep.Teaching we address these issues: We motivate by selected applications and support courses as well as self-study by giving practical exercises for different topics in machine learning. The teaching material, provided as jupyter notebooks, consists of theoretical and programming sections. For didactical reasons, we designed programming exercises such that the students have to deeply understand the concepts and principles before they can start to implement a solution. We provide all necessary boilerplate code such that the students can primarily focus on the educational objectives of the exercises. We used different ways to give feedback for self-study: obscured solutions for mathematical results, software tests with assert statements, and graphical illustrations of sample solutions. All of the material is published under a permissive license. Developing jupyter notebooks collaboratively for educational purposes poses some problems. We address these issues and provide solutions/best practices.

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Strišková, Michaela, Dáša Oremusová, and Magdaléna Němčíková. "Didactic Aspect of Teaching Environmental Geography (The Draft of Environmental Geography Textbook for Primary Schools)." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-15.

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Nowadays, we can observe that there is still not sufficient amount of textbooks in various areas of Education. One of these areas is also Environmental geography which is an important part of geography lessons at primary school. Therefore, our main intention in this contribution is to introduce design of the textbook for Environmental geography. Textbook that we have created introduces and solves environmental problems on global, regional and local level in a very detailed way. The aim of the textbook is to applicate all of the dimensions of environmental geography into each class at the second grade of primary schools in Slovakia. We have created didactic material which helps teachers during their teaching, as well as material interesting and engaging for students. The proposed textbook could be motivating because of many additional illustrations, various games and tasks using not only classical, but also modern didactic methods.

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Anderson, Kevin R. "Teaching Capstone Thermal Systems Design Using ANSYS ICEPAK Based Projects." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-10099.

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Abstract This paper describes the use of ANSYS ICEPAK software in teaching a senior level capstone thermal systems design course in a Mechanical Engineering curriculum. The use of ANSYS ICEPAK software tools in the thermal design course allows our undergraduates the preparation they need to become competitive and productive in today’s private industry sector. The paradigm of learn-by-doing adopted by the college is used in the thermal design course by exposing students to the use of ANSYS ICEPAK software in order to complete a design project in the thermal design course. The senior level capstone thermal design course is a three-unit semester course. Students are broken into teams and are tasked to solve a variety of thermal-fluid, heat transfer related design problem scenarios. The student teams are tasked to design an electronic systems thermal management system using PCBS, fans, heat sinks, heat pipes, etc. in order to meet a set of pre-defined requirements. In this manner, the use of the ICEPAK projects serves to build the soft skills (report writing and technical presentation) of the students. This paper will include examples of ANSYS ICEPAK based thermal design projects and methods of assessment and illustrations of how the thermal design course addresses the Mechanical Engineering program’s ABET objectives and outcomes related to senior design capstone design courses.

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Li, Ming, Chi Wai Lai, and Wai Man Szeto. "Whiteboard Animations for Flipped Classrooms in a Common Core Science General Education Course." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9250.

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Whiteboard animation, an engaging tool for teaching and learning, consists of a series of hand-drawing illustrations with voice-over narration to explain complex and abstract ideas. Our team had produced four short whiteboard animations tailor-made for a common core science general education (GE) course. This study aims at evaluating the effectiveness of using these whiteboard animations for flipped classrooms in the common core science GE course. The pre-tutorial survey showed that students who watched the animations got significantly higher average marks in the quizzes at the beginning of the tutorials (p&lt;0.001). The post-tutorial feedback survey indicated that the whiteboard animations attracted 67% of students to watch the animations. For students who watched the animations, over 86% of them reported that the animations raised their interest in the issues discussed in the tutorial classes, and learning materials in the form of whiteboard animation were more interesting than lecture videos; more than 90% of the students agreed the whiteboard animations were helpful in (i) understanding the assigned readings, (ii) clarifying the concepts of the discussed issues, and (iii) gaining the related knowledge before the tutorial. We concluded that whiteboard animation is an effective and engaging tool for flipped classrooms in the common core science GE course.

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Pedro, Hernandez, and Espitia Edinson. "Use of Analogies in Science Education, a Systematic Mapping Study." In 2nd International Conference on Soft Computing, Artificial Intelligence and Machine Learning (SAIM 2021). AIRCC Publishing Corporation, 2021. http://dx.doi.org/10.5121/csit.2021.111008.

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This systematic mapping study consisted of tracking the scientific literature that addresses the issue of analogies as a didactic strategy in science teaching. An analogy can be understood as comparing an existing knowledge with a new knowledge to achieve a better understanding of the new knowledge as a result of the comparison of similarities; or in other words, use students' own concepts to introduce new concepts using comparisons between the two. The purpose of this study was to identify, analyze, synthesize and evaluate research works that touched on this topic, with this, to have knowledge about the models of uses of analogies, most used didactic strategies, research methodologies in this field and how to evaluate the learning effectiveness of working with analogies. The methodology that was used is the systematic mapping study; Five questions were posed that guided the information tracking process. Later, the electronic documents in English for the last twenty years were traced in five databases related to the educational field. Finally, it is concluded by responding to the purpose of the study where it is evident that, broadly speaking, the research methodologies in this field are quantitative as well as qualitative, to implement analogies, resources such as images, illustrations, textual indications and audiovisual aids are used, it is usually evaluated the effectiveness of using analogies with multiple choice tests, oral tests of creating analogies by students.

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Zhou, Shu, and Jie’en Guo. "Exploration of the Teaching of Digital Illustration Course." In Proceedings of the 2nd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icassee-18.2018.172.

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Harris, Graeme, Lindsay Muir, and Dirk Pons. "A unique orbital IC engine, illustrating advantages of engineering to academia relationships." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062601.

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Saito, Daisuke, Hironori Washizaki, and Yoshiaki Fukazawa. "Work in progress: A comparison of programming way: Illustration-based programming and text-based programming." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386047.

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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.

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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.

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