GeoGebra materials for LMS moodle focused on Monge projection

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17310%2F17%3AA1801OHD" target="_blank" >RIV/61988987:17310/17:A1801OHD - 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

GeoGebra materials for LMS moodle focused on Monge projection

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 (García et al, 2007). There is an option of installing GeoGebra plugin within the frame of LMS Moodle, which results in having two important parts of self-study in one place. Thus, it might be a solid background for creation of integrated materials, which should support the 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), which also leads to the fact, that Monge projection is not a favourite topic for them. This article continues the paper (Ferdiánová and Poruba, 2016), in which paper models of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of this paper is to introduce interactive materials for Monge projection, which are implemented into LMS Moodle, as well as show results of pilot research of influence of using these materials on students. Students have geometric tasks, anaglyph models and templates for creation of paper models, which were used for better visualisation of geometric relationships in space, at disposal. Outcomes of pilot research questionnaires and tests are processed by basic statistical methods, e.g. Wilcox test. Outcomes of pilot testing influence further changes of usage interactive materials and LMS Moodle in self-study process.

Název v anglickém jazyce

GeoGebra materials for LMS moodle focused on Monge projection

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 (García et al, 2007). There is an option of installing GeoGebra plugin within the frame of LMS Moodle, which results in having two important parts of self-study in one place. Thus, it might be a solid background for creation of integrated materials, which should support the 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), which also leads to the fact, that Monge projection is not a favourite topic for them. This article continues the paper (Ferdiánová and Poruba, 2016), in which paper models of basic tasks in Monge projection, designed as supportive material for teaching geometry, were presented. The aim of this paper is to introduce interactive materials for Monge projection, which are implemented into LMS Moodle, as well as show results of pilot research of influence of using these materials on students. Students have geometric tasks, anaglyph models and templates for creation of paper models, which were used for better visualisation of geometric relationships in space, at disposal. Outcomes of pilot research questionnaires and tests are processed by basic statistical methods, e.g. Wilcox test. Outcomes of pilot testing influence further changes of usage interactive materials and LMS Moodle in self-study process.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název periodika

Electronic Journal of e-Learning

ISSN

1479-4403

e-ISSN

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Svazek periodika

15

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

10

Strana od-do

259-268

Kód UT WoS článku

000416083300007

EID výsledku v databázi Scopus

2-s2.0-85021318362