Using anaglyphs in descriptive geometry

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17310%2F16%3AA1701JHK" target="_blank" >RIV/61988987:17310/16:A1701JHK - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Using anaglyphs in descriptive geometry

Popis výsledku v původním jazyce

?The use of e-learning and modern technologies is an integral part of teaching descriptive geometry? (Rankowski and Minaruth, 1979). Teachers often create Flash animations, websites and other interactive materials for their students using special tools and software; e. g. Cabri, GeoGebra or Construct 3D (Garciá et al, 2007). All these materials should support development of spatial imagination. However, ?this is the ability most students lack, which results in having problems with understanding simple tasks in descriptive geometry? (Gittler and Judith, 1998). Thus, Monge projection is not a favourite topic for them. This paper continues the article (Ferdiánová and Poruba, 2016), in which paper model of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of the paper is to introduce interactive models for Monge projection, which are very easy to use in e-learning, as well as showing results from practical lesson in which they were used. Models of simple tasks were created in dynamic program GeoGebra, anaglyphs were used for better visualisation of geometric relationships in space. Results from practical lesson were processed with using basic statistical methods such as Wilcoxon test.

Název v anglickém jazyce

Using anaglyphs in descriptive geometry

Popis výsledku anglicky

?The use of e-learning and modern technologies is an integral part of teaching descriptive geometry? (Rankowski and Minaruth, 1979). Teachers often create Flash animations, websites and other interactive materials for their students using special tools and software; e. g. Cabri, GeoGebra or Construct 3D (Garciá et al, 2007). All these materials should support development of spatial imagination. However, ?this is the ability most students lack, which results in having problems with understanding simple tasks in descriptive geometry? (Gittler and Judith, 1998). Thus, Monge projection is not a favourite topic for them. This paper continues the article (Ferdiánová and Poruba, 2016), in which paper model of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of the paper is to introduce interactive models for Monge projection, which are very easy to use in e-learning, as well as showing results from practical lesson in which they were used. Models of simple tasks were created in dynamic program GeoGebra, anaglyphs were used for better visualisation of geometric relationships in space. Results from practical lesson were processed with using basic statistical methods such as Wilcoxon test.

Druh

D - Stať ve sborníku

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 15th European Conference on e-Learning ECEL 2016

ISBN

978-1-911218-17-3

ISSN

2048-8645

e-ISSN

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Počet stran výsledku

7

Strana od-do

194-200

Název nakladatele

Academic Conferences and Publishing International Limited

Místo vydání

Reading

Místo konání akce

Praha

Datum konání akce

26. 10. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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