Development Of Spatial Imagination Research Articles

Development of methodological recommendations for teaching physics based on the development of spatial imagination

Relevance. In modern education, much attention is paid to the development of critical thinking and cognitive skills of students, including the ability to spatial reasoning. This is important for the successful mastery of subjects, especially physics, where understanding of three-dimensional objects and phenomena is of key importance.Purpose. The purpose of this study is to create a methodology for teaching physics with an emphasis on the development of students� spatial imaginations. To test the effectiveness of the developed methodology, an experiment was conducted to assess the level of spatial imagination development of the participating students and to compare the results before and after the application of the methodology.Methodology. One of the key methods developed by the study is the use of visualizations and three-dimensional models in the learning process.Results. The main results of this study are related to the development of methodological recommendations for teaching physics based on the active development of students� spatial imaginations. This allows students to better understand abstract physical concepts, such as the structure of an atom or vector operations, through visual images. The study also identified effective techniques for developing students� spatial abilities. These include the inclusion of three-dimensional puzzle elements in assignments or solving problems involving the construction of spatial models, which helps students to better understand the geometric relationships and interactions of bodies in space. In addition, the importance of using interactive teaching methods, such as conducting virtual experiments or discussing three-dimensional simulations, was identified as contributing to a deeper understanding of the material.Conclusions. The practical significance of this study is to provide a specific methodology for physics teachers, which will optimize the learning process, increase students� understanding of the theory and develop their spatial imagination more effectively.

Augmented Reality as a Tool in the Teaching-Learning Process of Natural Sciences in a Primary Institution

Recent challenges for strategic educational planning in Ecuador request implement Information and Communication Technologies (ICT) in different levels of educational institutions. However, there´s a notable lack of successful implementations of ICTs on national educational institutions, which causes several problems in student's learning cycle such as loss of attention, motivation and innovation. These problems are further aggravated at the level of primary education institutions. Nevertheless, this paper demonstrates the feasibility of implementing digital tools with augmented reality (AR) for teaching and learning of Natural Sciences (NC) in the Cesar Mosquera Primary School located at the northern zone of Ecuador. To this end, we began by identifying digital strategies that facilitate the teaching of NC as an element of feedback and development of spatial imagination. Next, a diagnosis was made of the weaknesses of both teachers and students in the teaching of NC at primary school level. A mixed research method was applied, using quantitative techniques such as survey analysis and using qualitative techniques such as direct observations, to make a content analysis applied to teacher planning. Then, cutting-edge technologies such as augmented reality deployed on easily accessible devices such as Smartphones or Tablets were implemented using Curiscope-Virtuali-Tee software and web 3.0 virtual classroom tools that were applied during the COVID-19 pandemic. Once implemented, the proposed AR system was compared with classic teaching methods. Finally, the feasibility of applying AR in the mentioned institution was demonstrated due to all students approved the final test of acquired knowledge in each class taken.

РОЗВИТОК ЛОГІЧНОГО МИСЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ НА УРОКАХ ІНФОРМАТИКИ

The features of the development of logical thinking in the process of teaching young children in computer science lessons are considered and analyzed in the article. It is proved that the development of logical thinking in children is one of the most important tasks of elementary school. After all, the ability to think logically, to draw conclusions without visual support, to formulate judgments by certain rules – a prerequisite for successful learning of the educational content.In elementary school, it is necessary to teach children the basic skills of information culture, the beginnings of computer literacy, to ensure continuity in learning. It is necessary to prepare the thinking of students to their perception of modern information technologies. Psychologists claim that the basic logical structures of thinking are formed at the age of 5 – 11 years. Informatics will most contribute to the development of logical thinking.Propedeutic Informatics Course implements a developing direction of educational activity, which is aimed at developing the students’ creative abilities and logical thinking, has many methods and techniques that allow you to analyze and make a model of the world around. By mastering these techniques, one learns to think logically, comprehensively and systematically.The development of logical thinking of junior students is carried out in the process of solving logical tasks and exercises, many of which are contained in the textbook. They are designed to build the students’ ability to determine the value of object properties and to find patterns based on a comparison of these values. Many exercises are focused on the development of attention and observation, the development of spatial imagination. Therefore, during junior school age, children undergo mental operations that require evaluation of the development of logical thinking, namely: an analysis, synthesis, comparison, abstraction, generalization, an ability to compare judgments by certain rules, which is a prerequisite for successful learning of the material.

How to boost the students’ interest to engineering graphics?

Evident boost in Architecture, Engineering and Construction (AEC) industry now is possible using BIM concept – Building Information Modelling. A similar workflow under a term Product Lifecycle Management (PLM) is known for quite a time. Successful introduction of these technologies require extensive application of 3D geometric models. Development of spatial imagination and 3D models by means of CAD systems should be tackled in the engineering courses. Universities have to participate more actively in the process of faster implementation of these technologies into life. A common background knowledge required to handle this problem is a development of spatial visualization skills since in the backbone of the both these concepts there is a three-dimensional (3D) geometric model or database. The former classic university courses like descriptive geometry and engineering graphics used in the last century have undergone considerable reduction in credit points, sometimes caused by administrative orders or experienced decent content changes dictated by IT achievements. However, development of the spatial comprehension and visualization skills should not be under estimated in the future syllabuses, because they are crucial for 3D modelling in a wide range of engineering applications. The paper will share an experience about recent research about teaching spatial comprehension, 3D visualization and CAD communication skills in technical universities. Results of the experience gained from a 2011 Fulbright Scholarship teaching and research project about the measuring the engineering graphics literacy skills and further application in practice are represented as well. The paper will focus on a review of adopted and tested teaching methods and approaches rather than detailed analysis of the situation in general.

A new approach to teaching descriptive geometry at higher school from the perspective of through preparation of a modern specialist

The adaptation to a new design and manufacture technologies of products is related with necessity for forming а new of thinking of professionals. A more research should be given to learning 3D modeling. A description of processes of educational activities is presented in the form of contextual diagrams IDEF0 models for preparing specialists at the Faculty of aircraft engines SSAU, its decomposition by type of training. The goals of the Engineering graphics department, in addition to knowledge of the creation 3D modeling, are learning the basics of document management and methods of standard models parameterization and their using. At the same time a number of problems is being solving: a gradual (from the beginning) familiarization with capabilities and a consequent acquisition of skills in an environment of modern integrated CAD / CAM / CAPP systems; an optimal solution of descriptive geometry, in particular, using and development of spatial imagination, the exact solution of the metric and positional problems; achievement the new level of geometrical-graphic preparation by using parametric models for performing 3D details, automated construction the drawings on a plane with GOST rules ESKD, which significantly reduces the routine work in creating technical documentation for the following departments. Realization of this approach in training specialists allows to use a 3D model constructions for engineering analysis of their functioning in the conditions of use, as well as to model a manufacturing process in the virtual space.