Academic literature on the topic 'Teaching images'

Este trabalho consiste em uma pesquisa realizada com professores que trabalhavam no CEFAM Centro de Formação e Aperfeiçoamento do Magistério escola pública situada no município de São José dos Campos e no Centro de Ensino Educàre, escola da rede privada do mesmo município . Nosso objetivo era investigar o ensino de Gramática Normativa na escola, no nível médio, suscitando uma reflexão acerca do seu ensino na escola, tendo como base o processo histórico que o institucionalizou. Para tanto, colhemos depoimentos e os analisamos de acordo com alguns conceitos da Análise do Discurso, principalmente pelo viés da formação e memória discursiva, pois julgamos que tais pressupostos seriam adequados para observar, no discurso docente, os efeitos de sentido subjacentes à materialidade lingüística dos enunciados. Dessa forma, seria possível identificar mais criticamente quais imagens permearam a decisão de ensinar a gramática, considerando-se o aspecto da memória, construída ao longo das respectivas trajetórias sócio-históricas, sob determinadas condições de produção. Nossas análises concluíram que, embora haja os discursos atuais contrários à utilidade do ensino da gramática, o discurso dos docentes evidenciou que os docentes valorizam o ensino da Gramática nos cursos de Ensino Médio.<br>This work consists of a research carried through with professors who worked in the CEFAM - Centro de Formação e Aperfeiçoamento do Magistério - situated public school in the city of São José dos Campos and in the, e no Centro de Ensino Educàre school of the private net of the same city. Our objective age to investigate the education of Normative Grammar in the school, in the average level, exciting a reflection concerning its education in the school, having as base the historical process that institutionalized it. For in such a way, we harvest depositions and we analyze them of agreement with some concepts of the Analysis of the Speech, mainly for the bias of the formation and discursive memory, therefore we judge that such estimated would be adjusted to observe, in the teaching speech, the underlying effect of direction to the linguistic materiality of the statements. Of this form, it would be possible to identify more critically which images permearam the decision to teach to the grammar, considering itself the aspect of the memory, constructed throughout the respective partner-historical trajectories, under determined production conditions . Our analyses had concluded that, even so it has the contrary current speeches to the utility of the education of the grammar, the speech of the professors evidenced that the professors they value education of the Grammar in the courses of Average Education.

This thesis explores the problem of how to present digital images of ancient artifacts in a manner that supports the task of visual analysis. The real object presents the "truth": exact scale, colour, and fine details. An original work of art provides the viewer with the opportunity to react directly with the object, is closest to the impact intended by the artist, and provides a tangible physical link with the past. Digital images limit and alter the experience of a work of art (1) with regard to the amount of data available (resolution), and (2) through the interpretation of the object by the producers of the digital copy (mediation). A new framework is developed to improve the understanding and presentation of virtual artifacts. This Fidelity-Mediation framework provides a continuum for considering the effects of design strategies on media used in teaching Classical arch�ology. Two small-scale experiments and follow-up interviews were undertaken to assess the usefulness of the Fidelity-Mediation framework as a descriptive model. During the experiments, quantitative analysis could detect no statistical difference in the effectiveness of different types of presentation (real object, VR object, and still digital images). This is a surprising result as it might be expected that there is nothing like seeing the real thing. Digital images provide less visual integrity. However, the digitised artifacts make up for the loss of excitement and authenticity by providing the advantage of mediated focus. Digitised artifacts thus turn out to be useful, effective study tools in the analysis of Classical art. Findings from this research are expected to generalise only to learning situations which support task orientation--situations conducive to developing personal skills and mastery--in contrast to performance orientation where the goal is to display performance relative to others. The distinction between task orientation and performance orientation is discussed in Chapter Eight of this thesis.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O texto multimodal é uma realidade no mundo atual, desde a mídia de grande circulação à Internet. O uso de múltiplas modalidades em sala de aula é freqüente, através de recursos como filmes, músicas, e imagens, entre muitos outros. O objetivo deste trabalho é observar o uso de textos multimodais na sala de aula de língua inglesa, assim como na escolha do professor no uso deste ou aquele texto multimodal, de modo que possamos ter uma visão, mesmo que parcial, do papel do texto multimodal no ensino de inglês nesse ambiente, em termos de (1) a visão do professor sobre os objetos de ensino e (2) o texto multimodal em relação aos outros recursos pedagógicos. O trabalho tem duas dimensões que se complementam: a visão teórica sobre a imagem e a visão que tange a pedagogia para o ensino de língua, por uma abordagem multimodal. A perspectiva teórica multimodal do estudo se baseou na teoria da gramática do design visual proposta por Kress e van Leeuwen (1996 e 2001) e em estudos de comunicação visual (Santaella, 2004; Sturken & Cartwright, 2001). A perspectiva multimodal no ensino é pautada pelos trabalhos de Oliveira (2003), Unsworth (2001) e Royce (2002). O estudo discute: (1) o uso das imagens no material didático e a visão das professoras desse uso, e (2) a proposta de levar aprendizes e docentes a se capacitarem a ler textos multimodais, de modo a adquirir a competência comunicativa multimodal.<br>Multimodal texts have a strong presence in contemporary society, in the mass media and on Internet, for instance. The use of multiple modalities in the language classroom is common, as can be seen in films, songs, images, and many other resources. The purpose of this study is to observe teaching practices with multimodal texts in English language classrooms in order to gain a view of the role of verbal and visual texts in this kind of setting. The focus is on (1) the perception that the teachers have of their choices about what material to use, and (2) their vision of its use multimodal text in relation to teaching resources in general. The theoretical perspective of the study is based on the theory of the grammar of visual design as modeled by Kress and van Leeuwen (1996, 2001). The pedagogical perspective of the study is guided by the work of Unsworth (2001) and Royce (2002), authors that argue for teaching based on a multimodal approach. The study discusses: (1) the use of images in pedadogical material and teacher’s visions of its use, and (2) the notion of making learners and teachers to be able to read multimodal texts, so as to gain multimodal communicative competence.

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A multimodalidade é um campo de estudo que vem chamando a atenção da comunidade acadêmica e intelectual, cujas investigações visam compreender a relação entre os diversos modos de produção e interpretação do significado na sociedade atual. O tema é de grande interesse para o ensino de inglês como língua estrangeira, considerando o volume de materiais que apresentam múltiplos modos de comunicação. O presente estudo se propõe a investigar as imagens em movimento que acompanham uma série de livros e material didático e visa, assim, contribuir para as pesquisas cujo foco é a relação entre os modos presentes em textos multimodais. A pesquisa está inserida num paradigma qualitativo-interpretativista (Erickson, 1996; Moita Lopes, 1994, 1996), nas áreas da multimodalidade e linguística aplicada. Tratando de questões envolvendo multiletramento (Kress, 2000, 2005; Cope e Kalantzis, 2000; Rojo, 2009) e o ensino de língua inglesa, a estrutura da pesquisa está construída dentro de uma perspectiva sociossemiótica (Halliday, 1978) de abordagem de significados. Nessa elaboração, os significados são tratados como uma construção social (Halliday e Hasan, 1989; Halliday, 1994; Halliday e Matthiessen, 2004). A sociossemiótica dá suporte aos estudos multimodais (Kress e van Leeuwen, 1996, 2006; Kress; 2010; van Leeuwen, 2005), pois possibilita tratar os modos acionados numa interação como oferecendo potencial para a realização do significado em diferentes contextos. Duas abordagens analíticas orientam o estudo: a. análise sociossemiótica multimodal (Kress, 2009, 2010; Kress e van Leuween, 1996, 2006) e b. análise multimodal interacional (Norris, 2004, 2009), visando investigar as imagens em movimento que compõem o DVD presente em níveis distintos de uma série de livros e materiais didáticos para ensino de língua inglesa e examinar a relação entre os modos presentes nas imagens e os modos privilegiados nas atividades pedagógicas propostas pelo livro didático. Os estudos de Baldry e Thibault (2006) para transcrições multimodais e de Norris (2004) para investigações de modos comunicacionais oferecem suporte metodológico para as análises. A investigação procura destacar os tipos de enquadres, a posição dos participantes dentro deles, assim como evidenciar os modos presentes, configurar as ações, hierarquizá-las e identificar a densidade modal. A investigação foca, também, na análise das atividades pedagógicas existentes na unidade do livro didático relacionadas às imagens. A análise das atividades pedagógicas está dirigida para a relação entre os modos mais destacados em cada atividade e a imagem em movimento correspondente. Os resultados do presente estudo destacam o caráter multimodal das imagens em movimento, especialmente a multiplicidade de significados disponibilizados pelos enquadres que abrangem a variedade de modos acionados em interações sociais e as diferentes negociações de significado entre os participantes. A pesquisa mostra que, no material para ensino de inglês investigado, o letramento multimodal tem seu foco principal na escrita e na fala da língua inglesa. Outros modos presentes nas imagens em movimento não são destacados nas atividades pedagógicas analisadas. Os resultados apontam para a necessidade de elaboração de um design pedagógico para o ensino de língua inglesa que possa abranger os diversos modos e significados presentes em livros e materiais didáticos.<br>Multimodality is a research area that has recently gained attention in academic and intellectual communities, because of the interest in understanding the interconnections between various modes of communication in contemporary society. The topic is of great interest for English language teaching, considering the wealth of materials that combine the various modes of communication. The present study focuses on the moving images in an English language course book and other teaching material, with the objective of contributing to investigations on the diversity of modes in multimodal texts. The study follows a qualitative-interpretative paradigm (Erickson, 1996; Moita Lopes, 1994, 1996) as used in the areas of multimodality and applied linguistics. Designed to address questions concerning multiliteracies (Kress, 2000, 2005; Cope e Kalantzis, 2000; Rojo, 2009) and English language teaching, the theoretical structure is based on a social semiotic perspective (Halliday, 1978) of looking into meaning. In this perspective, the elaboration of meaning is treated as a social construct (Halliday and Hasan, 1989; Halliday, 1994; Halliday and Matthiessen, 2004). Social semiotics, as formulated by Halliday in his Systemic Functional Linguistics, thus provides the theoretical support for multimodal studies (Kress e van Leeuwen, 1996, 2006; Kress; 2010; van Leeuwen, 2005) since it shows how modes working together in an interaction can potentially realize meaning in different social, situational and cultural contexts. The study uses two multimodal approaches: a. social semiotic multimodal analysis (Kress, 2009, 2010; Van Leuween, 2005; Kress e van Leuween, 1996, 2006) and b. an interactional multimodal analysis (Norris, 2004, 2009), in order to investigate DVD moving images of a series of English language course books and material and also examine the relationship between the modes in images and the modes in the pedagogical activities for the books. The studies by Baldry and Thibault (2006) for multimodal transcriptions and Norris (2004) for communicative modes investigation provide the methodological support for the analysis. This investigation has several objectives: to identify types of framing and the position of participants within the frames; to set apart the modes; to determine modal configuration; and to place them hierarchically in terms of modal density. The investigation also analyzes the pedagogical activities in the unit and the related moving images. The teaching activities are analyzed considering the relation of the dominant modes with each other and with the corresponding image in each activity. The results of the present study highlight the multimodal character of the moving images, especially the multiplicity of meanings made available through framing, which entails the variety of modes used in social interactions and the different negotiations of meaning between participants. The research shows that, in these materials for English teaching, multimodal literacy is restricted mainly to writing and speaking. The other modes that are present in the moving images are not foregrounded in the teaching activities analyzed. The results point to the need for a pedagogy designed for English teaching that will include the diversity of modes and meanings in teaching materials.

The purpose of this experimental study was to investigate the effect of stereoscopic three-dimensional (S3D) images on productive and receptive recall of foreign language vocabulary. S3D images are highly-realistic and differ from non-stereoscopic three-dimensional (NS3D) images in that they provide the impression of the added third dimension of depth. This within-subject study exposed the participants (N = 82) in a controlled setting to a series of carefully designed and randomly distributed NS3D and S3D images. The subjects were then given immediate productive and receptive tests of foreign language vocabulary items that were represented by NS3D and S3D images. Quantitative data consisted of the scores from the vocabulary tests. Qualitative data, gathered through background questionnaires and follow-up surveys, included a mixture of open-ended and Likert questions. The statistical analyses of the data using a series of paired t-tests showed NS3D and S3D images to be equally effective for vocabulary recall. In addition, significantly more subjects found S3D images to be engaging and/or more useful, while subjects also indicated that they perceived the main benefits of learning with S3D images to come from enhanced focus, realism, engagement, and association. At the same time, some learners reported being distracted and experiencing discomfort while viewing S3D images. Post hoc tests revealed that lower performance on S3D images was driven only by those subgroups that exhibited discomfort and / or lack of experience with S3D technology.

Orientador: Mariley Simões Floria Gouveia<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-04T16:20:05Z (GMT). No. of bitstreams: 1 Fernandes_HylioLagana_D.pdf: 3504766 bytes, checksum: fa238b60d38d865b9d86c1977e50680f (MD5) Previous issue date: 2005<br>Resumo: Num universo cultural altamente permeado pela comunicação visual, procuramos investigar processos envolvidos no uso de imagens na escola. Para abordar esse tema partimos de experiências práticas de uso de fotografia em aulas de biologia para o ensino médio e oficinas de leitura de fotografias. A imagem pode ser uma importante ferramenta mediadora no processo de produção do conhecimento, na medida em que sua leitura polissêmica pode abrir espaço para as múltiplas visões dos alunos, mantendo (subversivamente) o respeito às interpretações e concepções dos alunos. As fotos na nossa prática atuaram como problematizadoras, estimulando a observação, criando conflitos com as representações prévias dos alunos e promovendo elaboração de perguntas que direcionaram os conteúdos específicos tratados em aula, permitindo assim que se desenvolvesse um currículo coerente com a realidade dos alunos. Mas principalmente, a partir da dimensão estética das fotos inseridas nessa dinâmica, foi possível resgatar o encantamento, a curiosidade, o prazer em descobrir e aprender<br>Resume: En un universo cultural donde la comunicación visual tiene gran importancia, buscamos investigar procesos respecto del uso de imágenes en la escuela. Para adentrar en el tema partimos de experiencias prácticas con el uso de fotografías en aulas de Biología para el colegio y actividades de lectura de fotografías. La imagen puede ser una herramienta importante como mediadora en el proceso de producción del conocimiento, puesto que su lectura polisémica abre espacios para las múltiples visiones de los alumnos, manteniendo (subversivamente) el respeto a las interpretaciones y concepciones de los alumnos, que pueden así coexistir con la lectura legitimada del discurso docente. Las fotos en nuestra práctica actuarán como problematizadoras, estimulando la observación, creando conflictos con las representaciones de los alumnos y promoviendo la elaboración de preguntas que direccionarán los contenidos específicos tratados en el aula, permitiendo así que se desarrolle un currículum coherente con la realidad del alumnado. Pero principalmente, partiendo de la dimensión estética de las fotos de ese trabajo, fue posible rescatar el encantamiento, la curiosidad y el placer de descubrir y saber<br>Abstract: In a cultural universe highly permeated by visual communication, we will look to investigate the processes involved in the use of images in the school environment. To approach this theme, we will start with the practical experiences of the use of photography in middle school biology classes and in photo analysis workshops. The image can be an important mediating tool in the process of passing on knowledge, in the sense that reading its variety of possible meanings or connotations in a group setting can open space for the different associations that the image may have for different students to be shared, whilst respecting implicitly those interpretations. Upon discussion, the photos in our experiment acted as stimuli for observation and the development of miniature conflicts with the representations of the students prior to that discussion. This promoted the elaboration of questions which directed the specific content of the course. This way, a curriculum was able to develop that fit more closely to the world of the students themselves. Principally, however, apart from the esthetic aspect of the photos that were used in this setting, it was possible to rescue the enchantment, curiosity, and pleasure in discovering and learning that can sometimes be lost in the classroom setting<br>Doutorado<br>Ensino, Avaliação e Formação de Professores<br>Doutor em Educação

A method for detecting the buildings from high resolution aerial images is proposed. The aim is to extract the buildings from high resolution aerial images using the Hough transform and the model based perceptual grouping techniques.The edges detected from the image are the basic structures used in the building detection procedure. The method proposed in this thesis makes use of the basic image processing techniques. Noise removal and image sharpening techniques are used to enhance the input image. Then, the edges are extracted from the image using the Canny edge detection algorithm. The edges obtained are composed of discrete points. These discrete points are vectorized in order to generate straight line segments. This is performed with the use of the Hough transform and the perceptual grouping techniques. The straight line segments become the basic structures of the buildings. Finally, the straight line segments are grouped based on predefined model(s) using the model based perceptual grouping technique. The groups of straight line segments are the candidates for 2D structures that may be the buildings, the shadows or other man-made objects. The proposed method was implemented with a program written in C programming language. The approach was applied to several study areas. The results achieved are encouraging. The number of the extracted buildings increase if the orientation of the buildings are nearly the same and the Canny edge detector detects most of the building edges.If the buildings have different orientations,some of the buildings may not be extracted with the proposed method. In addition to building orientation, the building size and the parameters used in the Hough transform and the perceptual grouping stages also affect the success of the proposed method.

This study indented to explore preservice elementary and secondary science teacher&rsquo<br>s perception of their professional roles and investigate their reasons of choosing teaching as a profession. To explore the perception of professional roles, metaphorical images were also used as a tool. The present study was conducted during the spring semester of 2004-2005 academic year with a total number of 441 (n=287 females<br>n=153 males and n=1 gender not provided) senior preservice elementary and secondary science teachers who enrolled in the elementary science and secondary science (biology, physics and chemistry) teacher education programs of three different universities in Ankara. Data were collected utilizing a questionnaire developed by Saban (2003) composed of five basic sections which investigates the participant&rsquo<br>s perception of teaching as a profession and their roles in instruction process and reasons of choosing teaching as a profession. Data of the present study were analyzed utilizing descriptive and inferential statistics. Analysis of the data showed that preservice teachers perceive their roles mostly with student-centered metaphors and define their selves as pedagogical expert who fosters student&rsquo<br>s social, emotional, and moral growth. Besides, most of the preservice teachers have altruistic reasons to choose teaching as a profession.

Children from many culturally diverse backgrounds do not achieve in mathematics at the same rates as their counterparts from the dominant White, European-American culture (Gay, 2010). This so-called achievement gap is an artifact of an educational system that continues to fail to provide equal learning opportunities to culturally diverse children (Ladson-Billings, 2006; Nieto & Bode, 2011). Teachers who employ culturally responsive teaching (Gay, 2010) may help to close this opportunity gap and hence, the achievement gap. This study investigated, "How do elementary teacher candidates perceive teaching mathematics in a multicultural environment"; Using a critical constructivism research paradigm, this qualitative instrumental multiple case study involved a questionnaire, two interviews and a focus group with four elementary teacher candidates enrolled in a one-year teaching licensure program. The study examined elementary teacher candidates' images of mathematics and diverse students and the relationship between those images and their perceptions of teaching mathematics in a multicultural environment. The study concluded that the participants', images of mathematics, learners, and the teaching of mathematics were interrelated. The participants struggled to understand how students' diversity based on group membership (e.g., culture) influences a mathematics classroom and their teaching. However, on the basis of these participants, teacher candidates who hold a conceptual image of mathematics could be more open to adopting culturally responsive teaching than teacher candidates who hold a procedural image of mathematics. The study recommends the integration and modeling of culturally responsive teaching throughout all teacher education coursework.