Experience Using Multimedia Boards for Visualization, Conducting Pedagogical Discussions, Developing Interactive Exercises for Primary School

Vasylenko, Svitlana

doi:10.28925/2414-0325.2017.3.17385

Cited by 2 publications

(2 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Платформа Mozaik як об'єкт освітнього пpоцесу дозволяє сфоpмувати інтерактивний навчальний простір, який, будучи багатосеpедовищним, підтримує кілька різних стилів навчання -візуально-просторовий, слуховий та кінесичний (Vasylenko, 2017). Завдяки цьому студенти одночасно сприймають інформацію різних форматів: текстову, графічну, звукову, відео та ін.…”

Section: результати дослідженняunclassified

The Use of the Mozaik Interactive Platform as a Social Object for Educational Interaction Between the Participants of the Learning Process

Derkach

Konstankevych

2020

SaE

View full text Add to dashboard Cite

The article characterizes the Mozaik interactive platform and its main components – mozaBook and mozaWeb, which are used by lecturers-philologists to give classes on the Ukrainian language to undergraduate students whose specialization is "Secondary Education" (educational program "Ukrainian Language and Literature. World Literature"). The possibilities of use of the software at different stages of educational process have been described. The didactic functions of the use of the mentioned resources in the process of teaching the disciplines “Practicum on the Ukrainian language” and “Methodology of teaching the Ukrainian language” have been outlined. The mozaBook software has been analyzed as a social object which provides pedagogical interaction of scientific methodology of rational-logical thinking with emotional and imaginative presentation and perception of information. The possibilities of mozaBook and mozaWeb have been used to improve the perception and acquisition of scientific information and to increase the level of educational achievements. The authors have analyzed the expediency of using e-textbooks, media library, software for attaching information of various types and use of mozaBook tools (“Spelling and grammar”, “Parts of speech”, “Dictionary cards”, “Language games”, “Questionnaire”, “Decoding”, “Tests”) while explaining and illustrating theoretical material, summarizing and systematizing material that has already been learned. It has been shown that the Mozaik interactive platform and its components make the classes more informative, compact, emotionally attractive, mobile and multifunctional.

show abstract

Section: результати дослідженняunclassified

The Use of the Mozaik Interactive Platform as a Social Object for Educational Interaction Between the Participants of the Learning Process

Derkach

Konstankevych

2020

SaE

View full text Add to dashboard Cite

show abstract

“…Moreover, the hesitance of primary school teachers to teach science can be discouraging and may contribute to gaps in science education in the foundation phase (Arthur et al, 2019). Implementing innovative approaches, such as using multimedia boards for visualization and conducting pedagogical discussions, can enhance science teaching in primary schools (Vasylenko, 2017). Additionally, exploring the feasibility of implementing experimental inquiry approaches in primary schools is crucial for promoting effective science teaching and learning ( , 2004).…”

Section: Introductionmentioning

confidence: 99%

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Aslan,

Avcı,

Gökçü

2024

Preprint

View full text Add to dashboard Cite

This research aims to identify the concepts that elementary school students struggle to understand in their science classes and to overcome these difficulties by utilizing a design thinking model. Specifically, the impact of instructional methods based on the use of 3D models on students' academic achievements has been examined. Additionally, students' opinions on the use of solid 3D models in the classroom were collected. The study adopted a mixed method approach. The sample of the research consists of 3rd grade (N=31) and 4th grade (N=29) students attending an elementary school in the Akçaabat district of Trabzon province. This study used a mixed-method research design. Accordingly, in the "Empathy" phase based on the design thinking model, the concepts in the science course units that elementary school students found difficult to understand were identified through the "Teacher Opinion Form" prepared by the researchers, collecting views from 20 classroom teachers. Subsequently, statistical, and descriptive analyses of the teachers' responses were conducted, determining that the leading concepts students struggled with were "The Structure of the Earth" for the 3rd grade level and "The Structure of the Earth's Crust" for the 4th grade level. In the "Define the Problem" and "Ideation" phases of the Design Thinking Model (DTM) model, the researchers decided which three-dimensional models could be designed for teaching these topics. Initial two-dimensional drawings were made, and designs were developed using 3D pens in the "Prototype Development" phase. The computer-based drawings of the pre-designed models were completed, and prints were obtained from 3D printers. Before using the final models in the lessons, a "Concept Achievement Test" consisting of 10 questions each was administered as a pre-test to the students. One week after the pre-test application, the teaching process using the final models was conducted by the researchers. Three days after the interactive use of the 3D models in the classroom, the post-tests were administered. In the post-test, students were also asked two open-ended questions about their opinions on the use of 3D models in science classes. The research findings indicate that the lessons conducted using the design thinking model and 3D modeling had a significant effect on the students' understanding of science topics. A comparison of pre-test and post-test results revealed a statistically significant improvement favoring the post-test for both 3rd grade (t=-5.005; p<.05) and 4th grade (t=-2.813; p<.05) students. The use of models facilitated the students' learning processes and helped them better understand the concepts at both grade levels. Moreover, by making the lessons more fun and interactive, they increased students' interest in science. The results of the research demonstrate that the design thinking approach and three-dimensional models enhance understanding and comprehension levels in elementary school science classes. These findings can serve as an important resource for educators and policymakers in developing teaching methods that support active learning processes and encourage conceptual understanding. It is also suggested that the applicability of such innovative teaching strategies in other subjects should be explored.

show abstract

Experience Using Multimedia Boards for Visualization, Conducting Pedagogical Discussions, Developing Interactive Exercises for Primary School

Cited by 2 publications

References 6 publications

The Use of the Mozaik Interactive Platform as a Social Object for Educational Interaction Between the Participants of the Learning Process

The Use of the Mozaik Interactive Platform as a Social Object for Educational Interaction Between the Participants of the Learning Process

Using 3-dimensional Models as Teaching Tools in Science Education for Elementary School Students

Contact Info

Product

Resources

About