Proposed research title

Slides:



Advertisements
Similar presentations
Coaching Data Teams DEVELOPED BY JANE COOK LITERACY & TECHNOLOGY COACH, EASTCONN & BETH MCCAFFERY SCHOOL IMPROVEMENT.
Advertisements

MMAP Middle School Math Through Applications Project Dahwun Deepak Gazi Scott Sun-Young.
1 The Professional Teaching and Learning Cycle in Action.
C URRICULUM P REVIEW F INE A RTS S YLLABUS CODE 6010 By Ms Mahnaz Lakha DAPS (O & A Levels) Phase VIII.
THE INSTRUCTION Highly Effective Services, Inc
Mission Geography Introduction to the National Geography Standards Geography for Life.
Evaluating Professional Development Debbie Junk, Coordinator for Mathematics Initiatives Mathematics Project Directors’ Meeting Tuesday, October 9th Austin,
1 New York State Mathematics Core Curriculum 2005.
An Integrated Approach to TGfU
Why Children Draw  To communicate their own feelings, ideas and experiences and express them in ways that someone else can understand.  Provides a nonverbal.
Govender, I. & Grayson, D. (2006). Learning to program and learning to teach programming: A closer look. Paper presented at the 2006 World Conference on.
Chapter 10 ~~~~~ Content Area and Related Arts Assessment.
Central concepts:  Assessment can measure habits of mind or habits of recall.  Tests have their limits.  It is important to know the purpose the test.
Computers and 2D geometric learning of Turkish fourth and fifth graders Olkun, S., Altun, A., and Smith, G. (2005). Computers and 2D geometric learning.
CrossShade: Shading Concept Sketches Using Cross-section Curves Presenter: Feilong Yan.
1 Commissioned by PAMSA and German Technical Co-Operation National Certificate in Paper & Pulp Manufacturing NQF Level 2 Measure, estimate and calculate.
1 Commissioned by PAMSA and German Technical Co-Operation National Certificate in Paper & Pulp Manufacturing NQF Level 3 Measure, estimate and calculate.
SOCIAL STUDIES CLASS IV OBJECTIVES 1 To train children to be observant and understand the social and cultural environment. 2 To develop the.
Compose Shapes Unit of Study: 3-Dimensional Shapes Global Concept Guide: 2 of 3.
COMPASS Training & Development Resource Establishing Learning Pathways...
Advanced Higher Unit and Course assessment Unit assessment: Analysis & Evaluation of Literary Texts OutcomesAssessment Standards 1 Critically analyse.
Visual Communications Fashion Design Part A Prepared and critiqued by Technology Educators National Coordinators in conjunction with Technology Programme.
Computer Aided Design – Vision, creativity and Engineering Alex Ballantyne RMHS Science Department.
Nets and Drawings for Visualizing Geometry
VIEWNG SYSTEMS There are two ‘viewing systems’ that we use to visually interpret the world around us. What do you think the two ‘viewing systems’ are?
1-1: Nets and Drawings Visualizing Geometry.
CREATING AN ACTIVE LEARNING ENVIRONMENT Using Inquiry and Primary Sources.
Lesson 4- Sketching and Dimensioning Techniques
© Prentice Hall, 2007 Excellence in Business Communication, 7eChapter Writing Reports and Proposals.
Types of Drawing. Introduction One of the best ways to communicate one's ideas is through some form of picture or drawing. This is especially true for.
1. Take Out Completed Activity 2
Isometric and Orthographic Drawings. Isometric Drawings Using Isometric drawings is one of the simplest ways to give a 3-D representation while using.
GI Learner: Developing a learning line on GIScience in education Luc Zwartjes Ghent University, geography department Sint-Lodewijkscollege Brugge EUROGEO.
University of Northern Colorado
Which Isometric looks nice?
Nets and Drawings for Visualizing Geometry
Section 1.1 – Nets and Drawings for Visualizing Geometry
Nets and Drawings for Visualizing Geometry
Representations of Three-Dimensional Figures
Lesson 3: The Roles of Technology
Design V Prof. Jill Bouratoglou
Unit and Course assessment
Visual Literacy: A Picture is Worth 1000 Words
Let’s Solve This Question
Using Victorian Curriculum to plan Visual Arts & Visual Communication learning Webinar, 10 November 2016.
Feedback and Training Capsules
What to Look for Mathematics Grade 4
What to Look for Mathematics Grade 6
Creating an Active Learning environment
Proposed Title An action research study investigating the role of visualisation tools to grow and develop connection making in teaching of algebra and.
What is the difference between training and facilitation?
Technical Drawing Visual Communication of Technical Information
Topic 3 Modeling.
M.Ed Mathematics Student No: 15m8814
Concept Development NYDBC Chris Russell.
Research topic Investigating how the use of visual models can enhance teaching of common fractions for conceptual understanding to grade 8 learners.
Provisional Title: An investigation into the use of geoboards as visualisation tools in the teaching of quadrilaterals. Research questions: How can a geoboard.
Provisional title An investigation into the role of visualisation in redefining lecturers’ perspectives on the pedagogy of fractions.
Provisional Title: An action research study of how a visualisation approach to teaching used in an intervention programme can address issues of mathematics.
Isometric and Orthographic Projections
Choosing Research Approach and Methods
Chris Russell Hunter College SPED 746 Fall 2014
Visualizing Geometry Skill 01.
Understanding Standards Graphic Communication Advanced Higher
Introduction 21st Century Learning Design
Educational Technology Lab, National Kapodistrian
Introduction & Set Brief
Using Bar Models to Make Math Visual
SAAEA 2019 Conference Agnes Mohale
Presentation transcript:

Proposed research title An exploration of how technical drawing as a visualisation tool can facilitate the transition process between 2D and 3D shapes in the context of vocational training centers.

Aims The study purposes to: Understand the aspects involved in the transition process between 2D and 3D. Assess the impact of deconstructing and constructing (technical drawing) 3D to calculate SA. Understand how students use MR to calculate SA.

Research questions 1. How do trainees visualise the relationship between 2D and 3D objects? 2. How do trainees deconstruct the 3D into 2D and how do they convert 2D into 3D?

Background Learning how to calculate the surface area of 3D objects involves an integration of spatial geometry and quantity, which students often find difficult (Battista &Clements 1996; Ben Chaim et al. 1985) because many students cannot successfully convert two dimensional (2D) views into 3D images (Sung, Shih & Chang, 2015). Arcavi (2003) defines visualisation as: The ability, the process and the product of creation, interpretation, use of and reflection upon pictures, images, diagrams, in our minds, on paper or with technological tools, with the purpose of depicting and communicating information, thinking about and developing previously unknown ideas and advancing understandings.

Multiple Representations Cuboids Complex shapes Cylinder Surface area 3D composite figure Isometric Convert 2D to 3D Making connections Visualization Technical drawing Meaning making Multiple Representations Orthographic Deconstruct 3D to 2D

1. How do trainees visualise the relationship between 2D and 3D objects? Visualisation skills/seeing through a 3D (spatial skills) Activity Multiple representations Making connections Meaning making

2. How do trainees deconstruct the 3D into 2D and how do they convert 2D into 3D? Multiple multiplication Activity Drawing skills isometric & orthographic Spatial skills

Research design Phase Instruments Purpose 1 Document analysis - Analyze unit standards of different trades 2 Pre - Test - Test the trainees pre knowledge on spatial skills - Select participants 3 Intervention - Teaching the observed lacking spatial skill through deconstruction and construction of 3D - Calculate SA of 3D using drawings 4. Post - test And Observation - Analyse the skills: - Deconstruct 3D/ multiple representations - Construct 3D/ meaning making - Making connections 5. Interviews - In depth understanding of participants on the observable indicators.

Thank you