Relevant bibliographies by topics / Teaching blocks

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching blocks'

Author: Grafiati
Published: 28 June 2021
Last updated: 29 July 2025

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Journal articles on the topic "Teaching blocks"

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Taylor-Cox, Jennifer. "Early Childhood Corner: Teaching with Blocks." Teaching Children Mathematics 15, no. 8 (2009): 460–63. http://dx.doi.org/10.5951/tcm.15.8.0460.

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Blocks are powerful mathematical tools when used to teach young children early concepts in measurement, number sense, computation, geometry, data analysis, and algebra. For nearly one hundred years, blocks have played a role in early childhood classrooms (Smith 2001). Yet not everyone understands the mathematics conceptbuilding power associated with blocks. From sorting to patterning, young children can build a strong mathematical foundation one block at a time. This article examines how blocks can be especially useful in engaging children in activities that address algebraic, geometric, and s
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Lau, Shiew Wei, Terence Peng Lian Tan, and Suk Meng Goh. "Teaching Engineering Ethics using BLOCKS Game." Science and Engineering Ethics 19, no. 3 (2012): 1357–73. http://dx.doi.org/10.1007/s11948-012-9406-3.

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Pasquinelli, Elena, and Sidney Strauss. "Introduction: Teaching and its Building Blocks." Review of Philosophy and Psychology 9, no. 4 (2018): 719–49. http://dx.doi.org/10.1007/s13164-018-0422-3.

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Wójtowicz, Monika. "Teaching writing skills with LEGOⓇ blocks." Journal of Language and Culture in Education 2, Special (2025): 107–29. https://doi.org/10.5281/zenodo.15063295.

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The research, which took the form of a pedagogical intervention called “Brick-by-Brick: Writing Intervention Program” and involved ten 5th-grade students, five girls, and five boys, from a Polish primary school, assessed the effects of teaching English writing skills by implementing didactic materials inspired by LEGOⓇ blocks. The researcher designed three educational tools to teach writing skills: a model of a complex sentence connected by the conjunction (“The LEGOⓇ blocks sentence structure model”), a LEGOⓇblocks set, and a LEGOⓇ sentences workshe
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Mattikalli, Alok, and Vinod Kumar. "Teaching Robot Skills Through Demonstrations." International Research Journal of Computer Science 10, no. 09 (2023): 463–74. http://dx.doi.org/10.26562/irjcs.2023.v1009.02.

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Robotic arms can be designed to lift defined payloads precisely and these robotic arms are used in operations like pick and place, welding, painting, precise motion, etc. These robots are programmed using high-level programming, teach pendent, or using graphical programming. If there is any change in the task, then it has to be reprogrammed for the new task, and it’s a tedious job. To address this problem this article focuses on the development of a learning model to teach the robot skills through demonstrations to a robotic arm (xArm) by interfacing with the Oak - D camera. The reach of the x
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Schueller, Malini Johar. "Teaching Palestine." Pedagogy 24, no. 1 (2024): 47–70. http://dx.doi.org/10.1215/15314200-10862985.

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Abstract This article explores theories and methodologies for an activist teaching and reading of Palestinian literature, including Susan Abulhawa's novel Mornings in Jenin and Remi Kanazi's poetry. Based on student responses — empathy with individual Palestinian characters but not resistance to Israeli settler colonialism — the author suggests that empathetic identification, often perceived as a means of comprehending the other, instead blocks political and historical understandings. Building on Saidiya Hartman's and Lorenzo Veracini's arguments, the author posits the need for seeing the othe
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Latifah, Haznah, and Zaleha Fauziah. "Blockchain Teaching Simulation Using Gamification." Aptisi Transactions on Technopreneurship (ATT) 4, no. 2 (2022): 184–91. http://dx.doi.org/10.34306/att.v4i2.236.

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A public blockchain simulation, which bears some resemblance to Bitcoin. All players are interconnected with several possibilities to form coin and block transactions and the power to get a taste of the consensus algorithm controlling transactions and blocks. A software medium that is based on blockchain games began using whiteboards to become web-based simulation games with various teaching scenarios. Contributive tool-based instruction with experience in blockchain concepts that can be used in the classroom as well as online. Along with this, simulations can give students the opportunity to
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Duschl, Richard A. "Using Wood Blocks in Teaching Data Process Skills." Science Activities: Classroom Projects and Curriculum Ideas 22, no. 4 (1985): 26–29. http://dx.doi.org/10.1080/00368121.1985.10112914.

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Beattie, Ian D. "Building Understanding with Blocks." Arithmetic Teacher 34, no. 2 (1986): 5–11. http://dx.doi.org/10.5951/at.34.2.0005.

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The model of instruction that goes from the concrete to the abstract is widely accepted. Texts that describe me thods of teaching e lementary school mathematics use it, and instructors of mathematics methods classes for prospective elementary school teachers advocate its use. The intent of such texts and c lasses is obviously to prepare teachers who are familiar with such a model and can apply it in the classroom.
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Boote, Stacy K., and Terrie M. Galanti. "Teaching Angle as Turn Using a Code.org Lesson." Mathematics Teacher: Learning and Teaching PK-12 116, no. 4 (2023): 252–64. http://dx.doi.org/10.5951/mtlt.2022.0207.

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Dissertations / Theses on the topic "Teaching blocks"

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Corbett, Douglas M. "Effects on 8th Grade Advanced Placement English Class High-Stakes Test Achievement Using Extended Time Blocks." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/920.

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Student performance on high-stakes tests continues to be an important issue for school administrators. This quasi-experimental, quantitative study investigated the relationship between the amount of time 8th grade students spent in advanced placement English classes using an extended block schedule and their achievement on language arts sections of the New Jersey Assessment of Skills and Knowledge (NJASK) high-stakes tests. The study was based on Carroll's theory relating instructional time and student learning. The guiding research questions investigated if extended time blocks in advanced pl
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Facun-Granadozo, Ruth. "Building Blocks and Obstacles to Becoming a Self-efficacious Early Childhood Literacy Teacher: Implications for Teacher-Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4326.

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Baker, Angela H. Ms. "An Exploratory Critical Study of Questioning Strategies Posed by Early Childhood Teachers During Literacy Blocks." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2403.

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The purpose of this study was to examine the cognitive types and functions of questions orally posed by early childhood teachers in kindergarten through 3rd grade during a 90-minute literacy block. The cognitive types of questions were determined by the criteria established using Hess’ Cognitive Rigor Matrix (Hess, Jones, Carlock, & Walkup, 2009). The functions of the posed questions were determined by criteria based on the work of Costa (2001), Hughes (as cited in Fusco, 2012), and Lowery (as cited in Fusco, 2012). This study examined questioning strategies used by 12 early childhood teachers
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Britton, Peter James. "A critical examination of effective team development : transforming a group of teachers into an effective team at a Queensland independent school." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36580/1/36580_Britton_1997.pdf.

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Teamwork is no longer an option. This is essential for growth and survival in a world undergoing rapid organisational change. Educational systems are changing world-wide as governments devolve, deregulate and advocate self-managing schools. A significant infra-structural aspect of a devolved, deregulated and self-managed school is the effective team. Effective work teams are achieving good results because they are structured around work and work systems. Consequently, for the new millennium, schools need people who understand the dynamics of effective teams and the skills to be effectiv
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Ishac, Rand. "Partikelmodellen : Lärares beskrivning av innehåll och val av undervisningsmetod i åk 4–6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36299.

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Syftet med denna undersökning är att undersöka hur undervisningen om partikelmodellen bedrivs i årskurserna 4–6 och hur undervisningen utformas. Studien genomfördes med hjälp av kvalitativt inriktade intervjuer med fem olika lärare som undervisar inom No-ämnena i de aktuella årskurserna. Resultatet visar att alla fem lärarna undervisar om fasövergångar och materians byggstenar, men att lärarna fördjupar sig inom olika delar av dessa områden.  Lärarna i undersökningen väljer olika undervisningsmetoder när de undervisar om partikelmodellen: Traditionell undervisning, hypoteser, datoranimeringar,
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Price, Peter Stanley. "The development of year 3 students' place-value understanding : representations and concepts." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/15783/1/Peter_Price_Thesis.pdf.

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Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but t
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Price, Peter Stanley. "The Development of Year 3 Students' Place-Value Understanding: Representations and Concepts." Queensland University of Technology, 2001. http://eprints.qut.edu.au/15783/.

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Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but t
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Britton, Peter J. "Coming to grips with teambuilding: A curriculum leader's interpretation of a teambuilding process in a Queensland independent school." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/36624/1/36624_Digitised%20Thesis.pdf.

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Henderson and Hawthorne (1995, p. 86) claim that "collaboration and deliberation among teachers, parents, students, principals and other interested parties is a necessary part of curriculum design, development and evaluation". The importance of effective team work as part of successful curriculum development is also highlighted in Revision of the Common and Agreed National Goals for Schooling in Australia, and Shaping the Future: A report of the review of the Queensland School Curriculum (Wiltshire, McMeniman and Tolhurst, 1992) - two documents shaping Australia's and Queensland's curriculums.
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Ross, Donna Louise. "Influences of block scheduling on secondary science teaching practices /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7539.

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Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.

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Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.
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Books on the topic "Teaching blocks"

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America, Cuisenaire Company of. Pattern blocks. Cuisenaire Co. of America, 1996.

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Ltd, Building Maintenance Information, ed. Occupancy costs of university teaching blocks. Building Maintenance Information, 2003.

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Padilla, Michael J. Chemical building blocks. Prentice Hall, 2000.

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America, Cuisenaire Company of, ed. Base ten blocks. Cuisenaire Company of America, 2000.

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Watt, Molly. Teaching with Logo: Building blocks for learning. Addison-Wesley Pub. Co., 1986.

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Anthea, Maton, ed. Cells: Building blocks of life. 3rd ed. Prentice-Hall, 1997.

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Zullie, Mathew E. Fractions with pattern blocks. Creative Publications, 1988.

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Miller, Marcia. Investigating with pattern blocks. Cuisenaire Co. of America, 1995.

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Beauchat, Katherine A. The building blocks of preschool success. Guilford Press, 2010.

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S, Schwartz Ilene, ed. Building blocks for teaching preschoolers with special needs. 2nd ed. Brookes Pub. Co., 2008.

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Book chapters on the topic "Teaching blocks"

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Tannenbaum, Lloyd, Rachel E. Bridwell, and Brannon L. Inman. "Conduction Blocks." In EKG Teaching Rounds. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06028-1_2.

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Stern, Julie, Nathalie Lauriault, and Krista Ferraro. "What Are the Building Blocks of Concept-Based Instruction?" In Tools for Teaching Conceptual Understanding, Elementary: Harnessing Natural Curiosity for Learning That Transfers. Corwin, 2018. http://dx.doi.org/10.4135/9781506377261.n7.

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Bardy, Roland. "Conjoining Competition and Morality: Six Teaching Blocks for Building Human Centered Organizations." In Human Centered Management in Executive Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137555410_17.

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Bardy, Roland. "Conjoining Competition and Morality: Six Teaching Blocks for Building Human Centered Organizations." In Human Centered Management in Executive Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137555410_20.

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Gollner, Erwin, Barbara Szabo, and Florian Schnabel. "Personalized and Research-Led Teaching as Building Blocks to Success During Pandemic Times in Austria’s Higher Education Sector." In International Handbook of Teaching and Learning in Health Promotion. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96005-6_27.

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Dong, Longzhu, Angie Stombaugh, and Cindy Albert. "Structuring Your IB Course to Create a Foreign Market Entry Plan Using Active Learning Strategies as “Building Blocks”." In The Palgrave Handbook of Learning and Teaching International Business and Management. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20415-0_7.

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Geuens, Sam, and Joeri Vermeulen. "From Midwifery Competencies on Sexual Wellbeing to Teaching and Training Midwives on Sexuality." In Midwifery and Sexuality. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18432-1_27.

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AbstractAll around the world, midwives are educated to assist women through the reproductive phase of their lives. Their curricula aim to enable women to be happy and healthy women, mothers, and partners before, during, and after pregnancy. Though modern society increasingly recognises sexual well-being as an intricate part of general health and well-being, midwifery schools struggle worldwide with integrating sexuality into their curriculum.This chapter offers the building blocks for easily integrating sexuality and sexual well-being, theoretically and practically, into existing midwifery cur
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Wang, Liang, and Jianxin Zhao. "Deep Neural Networks." In Architecture of Advanced Numerical Analysis Systems. Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8853-5_5.

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AbstractThere are many articles teaching people how to build intelligent applications using different frameworks such as TensorFlow, PyTorch, etc. However, except those very professional research papers, very few articles can give us a comprehensive understanding on how to develop such frameworks. In this chapter, rather than just “casting spells,” we focus on explaining how to make the magic work in the first place. We will dissect the deep neural network module in Owl, then demonstrate how to assemble different building blocks to build a working framework. Owl’s neural network module is a fu
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Jafri, Rabia. "Electronic Braille Blocks: A Tangible Interface-Based Application for Teaching Braille Letter Recognition to Very Young Blind Children." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-08599-9_81.

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Lu, Yihan, Zhouyu Zhang, Yaoping Zhang, and Li Li. "Virtual Reality Architecture Teaching Application Based on Unity Platform—Taking a Small Architect's Metaverse Application as an Example." In Computational Design and Robotic Fabrication. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-8405-3_15.

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AbstractChildren's architectural education is mainly built by assembling existing prefabricated blocks. However, most of the existing architectural education projects focus on PC applications, which are important for transforming architecture into practical results. Taking the achievements of the VR architectural knowledge popularization education project as an example, this paper demonstrates the application of the combination of virtual reality technology and architectural education in the future architectural design education for children. The app adds a follow-up connection to reality that
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Conference papers on the topic "Teaching blocks"

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Shi, Zhuo, Xiangqing Xiao, Dailing Li, and Haoen He. "Design and Evaluation of Intelligent Assisted Teaching System for Building Electronic Blocks." In 2024 International Symposium on Digital Home (ISDH). IEEE, 2024. https://doi.org/10.1109/isdh64927.2024.00052.

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Marcos, Esperanza, Maricela Salgado, Valeria De Castro, and Marcos Lopez-Sanz. "USE OF BUILDING BLOCKS AS A DIDACTIC TOOL FOR TEACHING THE CONCEPT OF DATA MODELS IN ENGINEERING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0314.

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Cao, Aixian. "Research on English Teaching Assistant System Based on Convolution Neural Network with Spectral Attention Block." In 2024 International Conference on Data Science and Network Security (ICDSNS). IEEE, 2024. http://dx.doi.org/10.1109/icdsns62112.2024.10691305.

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Thuzar, Aye, and Aung Nay. "Teaching and learning through creating games in ScratchJr: Who needs variables anyway!" In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369023.

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Bauer, Aaron, Eric Butler, and Zoran Popovic. "Approaches for teaching computational thinking strategies in an educational game: A position paper." In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369019.

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Paasivaara, Maria, Ville Heikkilä, Casper Lassenius, and Towo Toivola. "Teaching students scrum using LEGO blocks." In ICSE '14: 36th International Conference on Software Engineering. ACM, 2014. http://dx.doi.org/10.1145/2591062.2591169.

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Jaime Alves, Gabriel, Carlos Roberto Beleti Junior, André Pinto Moreira, Linnyer Beatrys Ruiz Aylon, and Daniela Eloise Flôr. "Internet das Coisas Robóticas: Desenvolvimento de um protótipo para o ensino de programação." In Computer on the Beach. Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p017-019.

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Aiming at addressing the principles of programming logic and developing problem analysis and problem solving skills, the discipline of algorithms and programming is present in the curricula of various courses, from computer science courses to engineering. In the literature, some studies have shown that such disciplines usually present high percentages of dropout and disapproval due to several factors, but mainly difficulties of abstraction as to the logic required to solve problems using programming. To contribute to these factors, it is envisaged to provide ways of teaching that help the stud
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De Carlos Villamarín, Pablo, Trinidad Dominguez Vila, and Elisa Alén. "LEGO blocks as a gamification tool." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8010.

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New teaching methodologies with a more active participation of the students are increasingly present in the educational field. One of the best known is gamification, which refers to learning through play. A tool used in this methodology are the LEGO blocks. In this paper, an analysis of the students’ skills developed by learning using LEGO blocks is carried out in two dimensions: self-connection and communication with others. A sample composed of Bachelor's Degree in Computer Engineering and a Master's Degree in Teaching students is analyzed, in order to identify common behavioral patterns thr
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Brox, M., A. Gersnoviez, I. Bujalance, F. J. Quiles, M. A. Ortiz, and P. Brox. "DigitalLib: A VHDL library of basic blocks to automate the design of advanced digital systems." In 2016 Technologies Applied to Electronics Teaching (TAEE). IEEE, 2016. http://dx.doi.org/10.1109/taee.2016.7528247.

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Anhuaman, Adrian, Carlos Granados, Itala Latorre, Sebastian Chion, William Meza, and Dante Arroyo. "Yachabot: A Novel Approach for Teaching Mathematics through Interactive Blocks." In HRI '24: ACM/IEEE International Conference on Human-Robot Interaction. ACM, 2024. http://dx.doi.org/10.1145/3610978.3640758.

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Reports on the topic "Teaching blocks"

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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency o
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mob
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Shabelnyk, Tetiana V., Serhii V. Krivenko, Nataliia Yu Rotanova, Oksana F. Diachenko, Iryna B. Tymofieieva, and Arnold E. Kiv. Integration of chatbots into the system of professional training of Masters. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4439.

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The article presents and describes innovative technologies of training in the professional training of Masters. For high-quality training of students of technical specialties, it becomes necessary to rethink the purpose, results of studying and means of teaching professional disciplines in modern educational conditions. The experience of implementing the chatbot tool in teaching the discipline “Mathematical modeling of socio-economic systems” in the educational and professional program 124 System Analysis is described. The characteristics of the generalized structure of the chatbot information
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Huntington, Bethany, Björn Haßler, Christopher Klune, Jennie Lester, Aditi Bhutoria, and Hassan Mansour. Systematic Review with Meta-Analysis: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils. Open Development & Education, Education Endowment Foundation, 2025. https://doi.org/10.53832/opendeved.1170.

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This report presents the findings of a comprehensive systematic review and meta-analysis commissioned by the Education Endowment Foundation (EEF) to identify how educational technology (EdTech) interventions impact pupil attainment, particularly for disadvantaged learners. The study addresses a critical need for clarity amidst growing EdTech usage and mixed evidence on effectiveness, especially following increased reliance on digital learning during and after the Covid-19 pandemic. The research was conducted in three sequential phases. Phase 1 involved stakeholder engagement with educators and
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สุวรรณมาลา, จรัส, อุดมโชค อาษาวิมลกิจ, นุชจรี แก้วมะเริง та ін. การศึกษาค่าใช้จ่ายต่อหัวนักศึกษา : รายงานผลการศึกษาฉบับสมบูรณ. จุฬาลงกรณ์มหาวิทยาลัย, 1998. https://doi.org/10.58837/chula.res.1998.26.

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This research project is aimed at constructing cost per output unit in Thailand's public universities. It is expected that the research findings will provide alternatives for university funding reform based on formular block grants. Studied cases are 21 public universities in Thailand including, Burapa University, Chiangmai University, Chulalongkorn University, Kasetsat University, King Mongkul Institute of Technology (Ladkrabang), King Mongkut Institute of Technology (North Bangkok), King Mongkut Institute of Technology (Thonburee), Konkean University, Maejo University, Mahasarakam University
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.

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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, pre
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