Graphic Literacy Research Articles

Формиране на графична грамотност в обучението в обучението по физика в средното училище

A didactic model for formation of students’ graphic literacy in secondary school Physics education is presented. It includes a target part, a content part, a procedural part and a control part. The content of each of the specified parts has been examined. The content part includes the components of graphic literacy: cognitive (graphic knowledge) and operative (graphic skills). The procedural part presents didactic principles, methods, techniques and didactic tools for formation and development of students’ graphic literacy. The control part provides diagnostics of the level of formation of students’ graphic knowledge and skills. In this regard, preliminary, ongoing and concluding control can be carried out. This model is a very good basis for developing teaching methodology in Physics education with the aim of forming students’ graphic literacy.

Line Making as Life Writing: Graphic Literacy and Design in Eighteenth-Century Commonplace Books

Line Making as Life Writing: Graphic Literacy and Design in Eighteenth-Century Commonplace Books

Developing Topographic Map Study Skills in Advanced-Level Geography Students: A Teacher’s Experiences

Map work is a core component of the geography curriculum, but it presents unique challenges for both students and teachers. Students must have a high level of cognitive and conceptual development to read and interpret a map. Teachers, too, often find it difficult to instill the necessary skills for graphic literacy. The unique challenges associated with topographic map study skills are highly relevant to the choice of this subject. The primary goal of this study was to help advanced-level geography students improve their topographic map study skills. For this study, the action research method was used as a research method. Following the pre-test, four students with lower grades were chosen as a sample. Thematic analysis is performed on the data. This research found that most of the students in year 12 felt that they had some issues with incorrect topography identification based on map observation, incorrect recognition of standard symbols from map observation, incorrectly calculating the area of a map, difficulties comprehending the relationship between physical and cultural landscapes, and difficulties with reading and analysing a map. The research then revealed that students require fundamental knowledge of drawing, reading, and interpreting maps. It is also critical to teach map work in as practical a manner as possible. Teachers can use models as teaching aids and the group discussion method as a teaching method to help students develop these skills. Teachers’ peer intervention, individual attention, and discussion with friends all help to increase knowledge of basic topographic map concepts. It contends that the sophistication and complexity of the skills required to interpret topographical maps should not be underestimated. Teachers must be made aware of how students acquire map reading skills and the difficulties they face during this process so that teaching programmes that correspond to students’ levels of cognitive development can be developed. The study’s findings and recommendations have implications for geography teachers, textbook authors, and educational authorities, particularly those involved in curriculum and syllabus development.

SECONDARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION WHILE CREATING SKETCHES OF GRAPHIC MATERIAL IN CONDITIONS OF DIGITIZATION

The study is devoted to the analysis of the process of secondary school students’ graphic competence formation in the context of modern transformations caused by the process of education digitization. The article examines the importance of graphic competence formation in creating sketches of graphic material in the context of the growing role of digital technologies in the educational process. The article analyzes scientific research aimed at understanding graphic competence and its role in the modern educational process.
 The author has analyzed various approaches to defining the category «competence» and revealed the main components of graphic competence. It is shown that this competence includes not only the technical skills of creating graphic materials but also creativity, the ability to analyze and visualize information, as well as the ability to work with various tools and resources that are opened up thanks to the digital transformation of education.
 The influence of digitalization on students’ creative potential and their ability to translate ideas into graphic material has been studied. A comprehensive approach to the educational process that takes into account traditional methods and modern information technologies is proposed. The advantages associated with the effectiveness of pedagogical approaches and methods aimed at graphic competence formation are highlighted. In particular, the teacher’s role in this competence formation has been investigated and the importance of an individual approach to each student has been emphasized.
 Examples of pedagogical practices aimed at creating conditions for the development of creative thinking and secondary school students’ graphic competence formation are considered. The author has considered the possibilities of using various software tools and online resources to increase the level of students’ graphic competence.
 Based on the analysis, recommendations aimed at further improving students’ graphic competence in the conditions of digitization of education are proposed. These recommendations are aimed at increasing the quality level of education and development of students so that they can successfully form graphic competence in the modern information society.
 The article highlights the significant topic of secondary school students’ graphic competence formation in the conditions of the digital transformation of education. It offers specific practical recommendations and examples for usage in pedagogical practice and promotes the further development of this key educational field. The study emphasizes the need to acquire competencies that allow the effective usage of graphic tools in the modern information society. The author emphasizes the importance of introducing digital tools into the educational process aimed at increasing the level of students’ graphic literacy and developing their creative competence.

ELEMENTARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION USING COMPUTER-ORIENTED TEACHING TOOLS

The article deals with the topical issue of elementary school students’ graphic competence formation using computer-oriented teaching tools. In today’s digital world, where information is presented in various graphic formats, graphic competence is an essential skill for elementary school students. Graphic competence involves the ability to understand, create, and analyze graphics using computer technology. The main aspects of elementary school students’ graphic competence formation through the usage of computer-oriented teaching tools have been determined. Modern approaches to teaching graphic skills and their influence on the educational process are considered. The practical aspects of the implementation of computer-oriented teaching tools for improving students’ graphic competence are highlighted. It is noted that graphic training during primary school education is crucial for students’ future education, as it lays the foundations for the basics of graphic literacy. However, one of the main shortcomings in the educational process related to the study of graphic disciplines is the lack of unity in teaching methods between secondary and higher schools.
 It is considered that computer-based teaching tools represent a wide range of technological tools and programs designed to facilitate and facilitate learning through the usage of computers. These tools can be successfully implemented in the educational process at all levels, from primary school to higher education. They cover a wide range of technologies and methodologies, including learning software, interactive exercises, video tutorials, virtual reality, and more. It is determined that augmented reality technology opens up new opportunities for improving elementary school students’ graphic competence. It facilitates the visualization of educational material, ensures the active participation of students in learning, and promotes the graphic content creation. The usage of AR can be a significant step in improving the quality of education and developing the graphic skills of a new generation.

Free Fall Motion Learning Design with Tracker Software to Improve Graphic Literacy

Physics learning is process skill-based learning. One of the science process skills that students must master is graphic literacy. The material on free fall motion is a lesson that requires students to have graphic literacy skills, but the facts in the field show that not a few of the students have difficulty reading and managing information based on graphs. This study aims to analyze the improvement students' graph literacy, which was conducted at Senior High School. The research subjects were students, the research sample amounted to 21 students of class X MIA. Using a quasi-experimental method with a quantitative approach, one group pre-post test design. The research instruments used pretest and posttest questions, modules, and LKS. Data analysis using JASP software to get t-test results and Ngain. The results showed that there was a significant difference in students' graphic literacy skills before and after using the video tracker as indicated by the results of the paired samples t-test at a sig value. (P) 0,001 < 0,05. Each indicator of students' graphic literacy has increased even though not all are at high criteria. Students mastery of science literacy can easily solve problems about regular straight-line motion.

Contributions of remote collaborative sketching to the design of infovis in public health

This paper presents contributions from using remote collaborative sketching to infovis for public health. The results come from an interdisciplinary study that involved designers, health researchers, public managers and computer scientists in the production of sketches generating alternatives for creating valuable graphics and dashboards. One of the creative stages was the remote collaborative workshops in which design alternatives were proposed based on sketches. The sketches were developed with the support of videoconferencing meetings, virtual boards, and graphic tablets. From this practice, we were able to include as contributions to the creative process in infovis: remote collaboration expansion; agile and iterative cycles improvement; interface design preview; data modeling supporting; addressing graphic literacy issues; creative process documentation; participant experience improvement; and additional information incorporation.

INTERCEPTION OF A PLANE WITH A TOPOGRAPHIC SURFACE WITH NUMERICAL MARKS

This article discusses the solution of various metric and positional problems in the field of descriptive geometry and topographic drawing, improving the graphic literacy of students, knowledge, methods of applying the theoretical laws of topographic drawing. Knowledge of the theoretical rules and regulations of topographic drawing helps students gain deeper knowledge in the field of topographic drawing.

GRAPHIC PREPARATION OF JUNIOR SCHOOLCHILDREN IN LESSONS OF LABOR TRAINING

In the article is consideration o f the question about possibility the lessons o f work in taking hold junior schoolchildren o f graphic literacy.

К ВОПРОСУ О ПРОЦЕССЕ ФОРМИРОВАНИЯ ПИСЬМЕННОЙ КОМПЕТЕНЦИИ МЛАДШЕГО ШКОЛЬНИКА

The article presents theoretical generalizations of the process of forming the written competence of a junior schoolchild by means of calligraphic skills. The relevance of the issue raised in the article is associated with identifying the problems of deteriorating handwriting of a primary school student and the task facing an elementary school teacher, increasing the percentage of children who have a calligraphically accurate writing skill. The primary rules for mastering a calligraphic skill are the rules of landing, the position of the notebook, and then the rules related to the writing process, such as the tilt and position of letters on a line. The formation of written competence through the calligraphic skill of a junior schoolchild is the most important task of an elementary school teacher. This article is devoted to the issue of studying the written competence of younger students through the selection of diagnostics to determine the level of formation of calligraphic skills in younger students. When identifying the level of formation of calligraphic skills among first graders, the article describes the criteria and indicators of assessment: graphic literacy; calligraphic clarity and stability; connectivity; writing speed. On the basis of the selected criteria and indicators of the formation of calligraphic skills among first graders, the characteristics of the levels are also presented: high, medium and low. In accordance with the criteria and indicators of the formation of calligraphic skills, diagnostic tasks were selected for the first graders.

The Use Of Tasks That Create A Tendency To The Problems Of Making Typical Mistakes In The Possession Of Graphic Literacy

This article discusses typical mistakes made by students in graphic literacy and the use of methods and tasks that can be used to prevent them.

Methodological development of exercises

Based on the analysis of the methodological literature, questions can be resolved divided into three groups. The science of drawing plays an important role in the formation of technical knowledge in the next generation, in their technical and graphic literacy, in educating them so that they can “gold” with various technical means. Constructor serves as a means of expressing the idea of in the idea is to be able to create an image of a new object in the brain of the mind and represent it graphically. This is the successful side of design in the design process. In the creative activity of a person, graphic images perform two interrelated functions. Firstly, drawing is a unique tool for thinking, and secondly, it is a means of conveying ideas. Therefore, in design, we mainly study graphic aspects. Design problems relate to changes in the form and content of a particular part, device, machine, or structure. This change includes the addition of new structural elements to parts, mechanisms, devices and machines; reconstruction of parts,a more efficient, cheaper and more convenient type is required than its predecessor.

Abbreviations in eighteenth-century letters: Graphic clues and literacy degrees

This research object was the use of abbreviations in 18th century private letters written in Portuguese. In this context, the main hypothesis was that such resources may highlight the social aspects of the scribe of past periods, thus allowing their sociolinguistic characterization. To test it, we adopted the Language Variation and Change Theory (Labov, 1972) regarding the data selection, collection, and analysis. The corpus is composed of 24 private letters from the 18th century written in Portuguese Language of Brazil and European Portuguese by men and women of higher and lower social classes and are from two sources: (i) Fundo Barao de Camargos Collection, of the Historical Archive of the Museu of the Inconfidencia, and (ii) Post Scriptum Project: A Digital Archive of Ordinary Writing (Early Modern Portugal and Spain), of the Linguistics Center of the University of Lisbon. The results showed that (i) the external variables education level, socioeconomic status and gender and the internal variables typology and rule complexity interfered with the use of abbreviations; thus, (ii) the abbreviations translate linguistic and extralinguistic information about the one behind the quill and are a methodological tool for the characterization of the literacy degree of the scribe.

ШЛЯХИ ФОРМУВАННЯ ПРОФЕСІЙНОЇ ГРАФІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ АРХІТЕКТОРІВ

In the article actuality of research of questions of reformation is certain in the system of higher education, including from the point of view of improvement of modern principles of teaching of graphic disciplines creation of that assists forming of professional graphic competence students of architectural specialties. The forward process of improvement of educational activity produces new requirements to educating, in particular to his quality constituent, in this connection there is a necessity of development of mechanisms of the permanent monitoring of progress. The European model of education on the nearest future plugs in itself one of directions beginning such type of educating, that is characterized the considerable volume of independent work and active bringing in of students of creative specialties to the real projects, already from the first course, that it is impossible without steady skills individual graphic competence. In the last few years the circle of tasks that can be decided by graphic methods broadened, from meaningfulness of graphic disciplines that mortgage bases of the spatial thinking is accordingly enhance able therefore. The aim of our study is to analyze and summarize the results of experiments on the effect of quality of graphic competence of students which contributes to the effectiveness of their professional development. Long-term practice of teaching and exchange of experience in the methodology of graphic disciplines has shown that the formation of professional competence is impossible without a thorough study of the foundations of graphic literacy, whose essence lies in the study of the discipline Descriptive Geometry. Graphic education is a process, which leads to student’s gaining knowledge and skills of work with graphical information. The development of the ability to correctly perceive, create, store and transmit different graphical information about objects, processes and phenomena is the task of graphic training of professional education. Professional knowledge is objective necessary knowledge and abilities that is highly sought by future practical activity.

BIOGRAPHICAL AND PEDAGOGICAL DIMENSION OF VIKTOR SYDORENKO AS A SCIENTIST IN THE FIELD TECHNOLOGY EDUCATION

The article analyzes Viktor Konstiantynovych Sydorenko’s life and scientific path. The authors have identified four stages of his life as a Doctor of Pedagogical Sciences, Full Professor, Corresponding Member of the Academy of Pedagogical Sciences of Ukraine: 1) the primary stage – 1951-1968; 2) the stage of scientific research – 1968-1977; 3) the stage of pedagogical formation – 1977-1997; 4) the stage of active scientific activity – 1997-2013. Every stage of his life is briefly described, the scientists’ scientific views, the results of his scientific research, opinions about the place of drawing in the curriculum are singled out and emphasized; the scientist’s concern about the removal of drawings from the curriculum and the lack of students’ basics of graphic literacy, which are necessary for further technical engineering and computer graphics. The scientist’s views on updating the content of labor training, the inconsistency of the subject title with the world’s needs are analyzed and concretized, and a modern teacher’s main qualities are determined. Moreover, in the course of the research, it has been revealed that among the main tasks that should be included in the content of future labor education (technology) teacher training in higher pedagogical educational institutions, there is students’ readiness to develop technical concepts, gain practical skills, technical and technological knowledge and creative attitude to work. The problems on which the scientist worked are outlined and systematized; V. Sydorenko’s scientific heritage is analyzed and further directions of research on this issue are determined, which are the following: the systematization of scientific works, analysis of achievements and issues of the scientific school of contradictions research, which cause the emergence of new requirements for teacher training and technologies.

Применение информационных технологий в методике проверки графической грамотности будущих специалистов

Topical issues related to improving the quality of higher education and solving teaching-learning problems, aimed at providing a checking procedure of future specialists’ graphic literacy in the process of teaching graphic design are considered in this paper. Among the national tasks of providing specialists for various arears of professional activity, the improvement of higher education’s quality and practical training of competent staff capable for professional self-education is considered as one of priorities. Education is interpreted as a process and result of acquiring the system of knowledge and personality development. Sufficiently frequent updating of requirements to future specialists’ training because of practical implementation of information technology in all professional spheres makes actual the search for more efficient methodologies aimed at changing of professional competences. The development of graphic literacy as future specialists' professional competence is defined by the learning activity process signification. The specificity of graphic disciplines as result of the introduction of information technologies requires the development of an effective methodology to ensure the content of the educational process, changing the nature of expertise, knowledge and skills; forming competence as a special ability necessary to perform a particular action in the object-graphic area. In the modern process for learning of graphic courses the KOMPAS graphic program is widely used, along with Autocad, Archicad, Revit, and others. Further is interpreted the KOMPAS practical use in the process of preparation of future specialists for learning of graphic courses. The KOMPAS jumps out as the program allowing using information technologies in checking procedure of future specialists' graphic literacy. The features of generation in the KOMPAS graphic program are revealed, as well as the software application “Generator”, including an educational-methodical complex aimed at forming of the necessary competence, development of self-learning activities, checking of expertise, knowledge and skills on graphic courses.

DIGTYARI WEAVING PROFESSIONAL SCHOOL IN 1926-1929

For the first time, the activity of the weaving vocational school in the village Digtyari (modern Chernihiv region) is analyzed. It was the leading educational institution of the middle level of vocational education of the Ukrainian SSR in the second half of the 1920s, in which the creators of traditional textiles studied. The students learned the skills of making carpets, embroidered shirts, and kerchiefs. On the basis of archival sources, the histories, educational process, composition of the teaching and student groups of the school during 1926-1929 are covered. Established in the fall of 1926, the institution was to train qualified master practitioners for the factory and handicraft arts industry, who had formed an artistic taste. The teaching staff initially consisted of local general education teachers and visiting instructors and teachers of special subjects (O. Reisfeld and M. Dyachenko). The institution was headed by uneducated communists Yu. Kozelev and S. Lutayenko. The students of the first set were mostly non-locals, orphans. But the second set already consisted mostly of children of local peasants and artisans. The school had a significant material base, which remained from the textile educational institutions that operated in Digtyary during the first quarter of the twentieth century. The main rooms were located on the right-wing of the main building of the palace complex of the Galagan estate. As a result of the study of the materials of the minutes of the meetings of the school council, the conflict situations that constantly arose between the managers and their supporters and visiting specialists and led to the departure of the latter from Digtyary were analyzed. The initial stage of the existence of the Digtyari weaving professional school, problems in relations between staff, and the originality of the contingent of the first set of students influenced the quality of their training. As it is clear from the available sources, during the first and the beginning of the second school year students worked both theoretically and practically, but due to lack of raw materials they could not produce a significant amount of full-fledged products. The school’s workshop worked on “factory” and, in part, “peasant” raw materials. At the end of the second year of study, students were already making work suitable for sale. The school operated in two directions. The visiting instructor, an experienced artist M. Dyachenko brought a new vision of teaching graphic literacy into the educational process. Weaving and embroidery instructors who either graduated from the textile schools previously existing in Digtyary (A. Reisfeld, V. Nikolskaya) or worked there for a long time (G. Tsybuleva) broadcast local traditions. During the years under study, about 100 students studying at the institution, and one graduation took place. Troubles in the personal relationship between teachers and school management and insufficient funding have affected the quality of education. But even in such conditions, students not only mastered special and general education subjects but also participated in exhibitions, made marketable products, engaged in research work. Curricula developed by M. Dyachenko and O. Reisfeld became a model for other craft educational institutions. And the textbook was written by O. Reisfeld - the first Ukrainian-language textbook on the technology of folk weaving. Keywords: Digtyari weaving professional school, Mykhaylo Dyachenko, Pryluky region.

Composition of Engineering Drawing through Communication Skills and Social/Material Interactions from the Semiotic Aspect

The report analyses how to better proceed from general discussion on graphic literacy in engineering education, through communication between the triad components: concept (problem, engineering idea, existing object), teacher and student, from the semiotic point of view, using Peirce’s triadic model whose the basic claim is that signs consist of three inter-related parts: object, interpretant and represent. A pedagogical model is presented in the form of a triad, where problem solving is focused on form: object-problem identification or existing product; interpretant-teacher and interpretant-student who form teacher concept (TC) and teacher representation (TR), and student concept (SC) and student representation, i.e. engineering drawing (SD). At all stages of the learning process the teacher must rely on interpreting students’ representations as the evidence of their understanding. Successful application of representational images (engineering drawings) is not a simple task; it is something that must be trained and used in professional practice, as manufacturing of real products is based on engineering drawings.

Integrating Multiple Sources of Validity Evidence for an Assessment‐Based Cognitive Model

AbstractAn assessment of graphic literacy was developed by articulating and subsequently validating a skills‐based cognitive model intended to substantiate the plausibility of score interpretations. Model validation involved use of multiple sources of evidence derived from large‐scale field testing and cognitive labs studies. Data from large‐scale field testing were evaluated using traditional psychometric methods. The psychometric analyses were augmented using eye tracking technology to perform gaze pattern and pupillometry analyses to gain better understanding of problem‐solving strategies and cognitive load. Findings from the data sources were integrated to provide strong evidence supporting the model and score interpretations. Implications for using gaze pattern and pupillometry analyses to enhance learning and assessment are discussed.

DECORATIVE AND APPLIED ARTS AS A FORM OF BUILDING THE CREATIVE COMPETENCE OF THE INTENDING TECHNOLOGY TEACHER

The article considers the use of decorative and applied arts in the process of building the creative competence of the intending technology teachers. Different aspects of interpretation of such categories as “creativity”, “creative abilities”, “creative competence” are analyzed. The essence of the creative competence in the context of labor training is highlighted. The views of contemporary researchers on the development of the creative personality in the multimedia environment are analyzed. The main ways to develop the creative competence of the intending technology teachers are revealed. The main components of the creative competence of the intending technology teachers by means of decorative and applied arts in the formation of the creative personality of technology students are revealed. Examples of presenting the educational material on discipline “Decorative and applied arts in technology lessons” are given for students of the specialty “Technological Education” using the means of decorative and applied arts. It is substantiated that decorative and applied arts as a source of people’s culture and the form of creative activity is the main content component of training of intending technology teachers. Positive and negative aspects of decorative and applied arts in building the creative personality of technology students are revealed.The following components of the subject competence of the intending technology teacher are considered: the ability to apply knowledge of modern technologies, graphic literacy, artistic and aesthetic education, artistic and professional skills, practical skills and design skills, design, production activities in the design and manufacture of products, psychological and pedagogical culture.