scholarly journals ”Kunskap i 3D” – techne, episteme och fronesis, presenterat som samspelande dimensioner

2020 ◽  
pp. 65-84
Author(s):  
Anna Järnerot ◽  
Nicole Veelo
Keyword(s):  
Teacher Education ◽  
Language Acquisition ◽  
Learning Process ◽  
Teacher Identity ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Three Dimensional Representation ◽  
State Of Mind ◽  
Teacher Students ◽  
Forms Of Knowledge

This article introduces a three-dimensional representation or model as a basis for discussing how competence is built. The dimensions are Aristoteles’ three forms of knowledge, episteme, techne and phronesis. The representation tries to visualize Aristoteles knowledge forms as three equal dimensions, that are all necessary and they influence one another on the path to greater competence. The authors try to impose the idea that phronesis is the drive that urges a learning process. The model is described with the topic of language acquisition. It is thereafter used to discuss the content of pedagogy in the teacher education and exemplified with how students move from beginners to more self-reliant educators. This discussion is also founded on Aristoteles concept of “hexis” (habit) and the authors thoroughly discuss the blessings and the curses of habits of the three dimensions of episteme, techne and phronesis. It is not habit as mechanical routines, but as a confident base, which makes teachers openminded and prepared to innovate their practices. Habits can increase a person’s sensibility for wanting change as well as increase resistance to it. If you incorporate a reflecting approach, habit becomes a state of mind and the teacher students can go from being passive recipients to active creators of their teacher identity.

scholarly journals Beginning Student Teachers’ Professional Identity

2021 ◽  
Vol 14 (1) ◽  
pp. 151-164
Author(s):  
Gregor STEINBEIß
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Identity ◽  
Working Environment ◽  
First Year ◽  
First Year Students ◽  
Ideal Teacher ◽  
Knowledge Based ◽  
Teacher Students

Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ professional identity was formed. Three main categories were found: the “ideal” teacher, “good” teaching, and the “optimal” working environment. The results showed a highly idealistic view of being a teacher. The majority of statements referred to teaching from a pupil-centered perspective by strongly emphasising personality traits, student-teacher relationships, and teachers’ professional knowledge. Based on the results, the role of professional identity in Austrian’s teacher education is discussed, and further implementations in research are recommended.

Conceptualizing Teacher Agency for Inclusive Education: A Systematic and International Review

2020 ◽  
pp. 088840642092697
Author(s):  
Lingyu Li ◽  
Andrea Ruppar
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Identity ◽  
Professional Competence ◽  
Empirical Studies ◽  
Three Dimensional ◽  
Active Role ◽  
Teacher Agency ◽  
Education Professional Development ◽  
Academic Search

Teachers can and should play a powerful active role in promoting societal inclusion and equity for all learners. There is an emerging interest among teacher education scholars in teacher agency and its importance; however, a theoretical and empirical understanding of teacher agency remains elusive. The purposes of this systematic review are to synthesize existing theories of teacher agency and summarize factors enhancing or constraining teacher agency for inclusive education. Implications for teacher education, professional development, and future studies were discussed. The electronic databases Academic Search Premier, Education Research Complete, ERIC, and PsycINFO were systematically searched for articles published until January 2019. Nine empirical studies were identified to inform the three-dimensional (i.e., iterational, practical-evaluative, projective) and temporal-relational nature of teacher agency, with inclusive teacher identity, professional competence, inclusive professional philosophy, autonomy, and reflexivity as its five core aspects.

scholarly journals Glycoblocks: a schematic three-dimensional representation for glycans and their interactions

2016 ◽  
Vol 73 (2) ◽  
pp. 187-194 ◽  
Author(s):  
Stuart McNicholas ◽  
Jon Agirre
Keyword(s):  
Hydrogen Bonds ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Stacking Interactions ◽  
Molecular Graphics ◽  
Interacting Protein ◽  
Protein Residues ◽  
Three Dimensional Representation ◽  
Close Range ◽  
Covalently Linked

The close-range interactions provided by covalently linked glycans are essential for the correct folding of glycoproteins and also play a pivotal role in recognition processes. Being able to visualise protein–glycan and glycan–glycan contacts in a clear way is thus of great importance for the understanding of these biological processes. In structural terms, glycosylation sugars glue the protein together via hydrogen bonds, whereas non-covalently bound glycans frequently harness additional stacking interactions. Finding an unobscured molecular view of these multipartite scenarios is usually far from trivial; in addition to the need to show the interacting protein residues, glycans may contain many branched sugars, each composed of more than ten non-H atoms and offering more than three potential bonding partners. With structural glycoscience finally gaining popularity and steadily increasing the deposition rate of three-dimensional structures of glycoproteins, the need for a clear way of depicting these interactions is more pressing than ever. Here a schematic representation, named Glycoblocks, is introduced which combines a simplified bonding-network depiction (covering hydrogen bonds and stacking interactions) with the familiar two-dimensional glycan notation used by the glycobiology community, brought into three dimensions by the CCP4 molecular graphics project (CCP4mg).

scholarly journals BigTop: A Three-Dimensional Virtual Reality tool for GWAS Visualization

2019 ◽  
Author(s):  
Samuel T. Westreich ◽  
Maria Nattestad ◽  
Christopher Meyer
Keyword(s):  
Virtual Reality ◽  
Association Studies ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Gene Location ◽  
P Value ◽  
Genome Wide Association Studies ◽  
Two Dimensional ◽  
Three Dimensional Representation ◽  
Manhattan Plot

AbstractBackgroundGenome-wide association studies (GWAS) are typically visualized using a two-dimensional Manhattan plot, displaying chromosomal location of SNPs along the x-axis and the negative log-10 of their p-value on the y-axis. This traditional plot provides a broad overview of the results, but offers little opportunity for interaction or expansion of specific regions, and is unable to show additional dimensions of the dataset.ResultsWe created BigTop, a visualization framework in virtual reality (VR), designed to render a Manhattan plot in three dimensions, wrapping the graph around the user in a simulated cylindrical room. BigTop uses the z-axis to display minor allele frequency of each SNP, allowing for the identification of allelic variants of genes. BigTop also offers additional interactivity, allowing users to select any individual SNP and receive expanded information, including SNP name, exact values, and gene location, if applicable. BigTop is built in JavaScript using the React and A-Frame frameworks, and can be rendered using commercially available VR headsets or in a two-dimensional web browser such as Google Chrome. Data is read into BigTop in JSON format, and can be provided as either JSON or a tab-separated text file.ConclusionsUsing additional dimensions and interactivity options offered through VR, we provide a new, interactive, three-dimensional representation of the traditional Manhattan plot for displaying and exploring GWAS data.

Expanding theQ–Rspace to three dimensions

2009 ◽  
Vol 641 ◽  
pp. 497-507 ◽  
Author(s):  
BEAT LÜTHI ◽  
MARKUS HOLZNER ◽  
ARKADY TSINOBER
Keyword(s):  
Velocity Gradient ◽  
Isotropic Turbulence ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Numerical Data ◽  
Three Dimensions ◽  
Data Set ◽  
Viscous Term ◽  
Johns Hopkins University ◽  
Three Dimensional Representation

The two-dimensional space spanned by the velocity gradient invariantsQandRis expanded to three dimensions by the decomposition ofRinto its strain production −1/3sijsjkskiand enstrophy production 1/4ωiωjsijterms. The {Q;R} space is a planar projection of the new three-dimensional representation. In the {Q; −sss; ωωs} space the Lagrangian evolution of the velocity gradient tensorAijis studied via conditional mean trajectories (CMTs) as introduced by Martínet al. (Phys. Fluids, vol. 10, 1998, p. 2012). From an analysis of a numerical data set for isotropic turbulence ofReλ~ 434, taken from the Johns Hopkins University (JHU) turbulence database, we observe a pronounced cyclic evolution that is almost perpendicular to theQ–Rplane. The relatively weak cyclic evolution in theQ–Rspace is thus only a projection of a much stronger cycle in the {Q; −sss; ωωs} space. Further, we find that the restricted Euler (RE) dynamics are primarily counteracted by the deviatoric non-local part of the pressure Hessian and not by the viscous term. The contribution of the Laplacian ofAij, on the other hand, seems the main responsible for intermittently alternating between low and high intensityAijstates.

scholarly journals Videolekser som ressurs for lesing og undervisning i lærerutdanning – En studie av hvordan samarbeid og partnerskap kan utvikles rundt lærerstudenters videoinnspilte leserefleksjoner

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Magnus Hontvedt ◽  
Morten Oddvik ◽  
Rakel Rohde Næss
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Interaction Analysis ◽  
Focal Point ◽  
Master's Level ◽  
Video Clips ◽  
Teacher Students ◽  
Short Video ◽  
The University ◽  
Individual Reading

Denne artikkelen rapporterer fra et pågående designeksperiment der et konsept kalt «videolekser» ble introdusert for å få innsikt i lærerstudenters lese- og læringsprosess. Konseptet ble laget i samarbeid mellom underviserne på universitetet og en lærer i kombinasjonsstilling.Videoleksene innebar at studentene spilte inn korte filmer der de reflekterte over egen lesing før de møtte til undervisning. Prosjektet ble gjennomført i et masteremne (år 4 av 5) ved et norsk universitet. Studien følger til sammen 47 lærerstudenter som tok emnet i løpet av en to-årsperiode. Datamaterialet består av 118 refleksjonsvideoer. Materialet er kodet, og utvalgte utdrag fra filmene presenteres og analyseres med interaksjonsanalyse.I artikkelen synliggjøres videoleksene som en form for videobasert støtte til lærerstudentenes lese- og læreprosess, med mulighet for å komme i kontakt med studentenes ofte «tause» selvstendige lesing. Studien konkluderer med at bruken av video har potensial til å skape felles fokus, og under bestemte forutsetninger bidra til å skape partnerskap og relevans i lærerutdanningen. Nøkkelord: partnerskap, kombinasjonsstillinger, IKT og læring, interaksjonsanalyse, videolekser Video assignments as resources for reading and instruction in teacher education – A study on how collaboration and partnership can be developed around teacher students’ video-recorded reading reflections AbstractThis study reports from an ongoing design experiment in which a concept called “video assignments” was introduced for accessing teacher students’ reading and learning process. The concept was designed in collaboration between lecturers at the university and a practicing teacher in a combined position.The video assignments entailed that students recorded short video clips in which they reflected on their reading prior to meeting in class. The project was conducted at a master’s level course (year 4 of 5) at a Norwegian university. There were 47 students who participated in the course over a two-year period, and the data material consists of 118 video reflections. The material was coded, and selected extracts from the videos are presented and analyzed by means of interaction analysis.In the article, the video assignments are displayed as a form of video-based support to the students’ studying and learning process, with opportunity for accessing the students’ often “silent” individual reading process. This study concludes that the use of video has potential for creating a common focal point, and under certain prerequisites contributing to creating partnership and relevance in teacher education. Keywords: partnerships, combined positions, ICT and learning, interaction analysis, video assignments

scholarly journals 2.5D Visualisation of Overlapping Biological Networks

2008 ◽  
Vol 5 (1) ◽  
pp. 77-93 ◽  
Author(s):  
David C.Y. Fung ◽  
Seok-Hee Hong ◽  
Dirk Koschützki ◽  
Falk Schreiber ◽  
Kai Xu
Keyword(s):  
Biological Networks ◽  
Metabolic Networks ◽  
Visual Analysis ◽  
Three Dimensional ◽  
Biological Data ◽  
Three Dimensions ◽  
Two Dimensional ◽  
Dimensional Representation ◽  
Three Dimensional Representation ◽  
Interconnected Networks

Abstract Biological data is often structured in the form of complex interconnected networks such as protein interaction and metabolic networks. In this paper, we investigate a new problem of visualising such overlapping biological networks. Two networks overlap if they share some nodes and edges. We present an approach for constructing visualisations of two overlapping networks, based on a restricted three dimensional representation. More specifically, we use three parallel two dimensional planes placed in three dimensions to represent overlapping networks: one for each network (the top and the bottom planes) and one for the overlapping part (in the middle plane).Our method aims to achieve both drawing aesthetics (or conventions) for each individual network, and highlighting the intersection part by them. Using three biological datasets, we evaluate our visualisation design with the aim to test whether overlapping networks can support the visual analysis of heterogeneous and yet interconnected networks.

Multimedia technology-assisted stereo geometry teaching

2021 ◽  
pp. 002072092098468
Author(s):  
Yu Wang
Keyword(s):  
Three Dimensional ◽  
Three Dimensions ◽  
Multimedia Technology ◽  
Traditional Teaching ◽  
Dimensional Representation ◽  
Three Dimensional Representation ◽  
Education Community ◽  
The Media ◽  
Network Platform ◽  
Control Interaction

Multimedia technology makes our life more stereoscopic and intuitive. Graphic images and animations are the most important part of multimedia information expression. It makes our visual effects of three-dimensional representation of things more vivid, like the plane and three-dimensional we usually see. As with the picture, modern multimedia technology transforms our lives into three dimensions, integration, control, interaction and interaction. For the vivid three-dimensional representation of three-dimensional geometric figures in teaching, not only is it limited to the geometric composition of a piece of chalk, but more with the wide application of multimedia technology, multimedia-assisted teaching, especially multimedia-assisted three-dimensional geometric figure teaching is playing more and more The important role, through the aid of multimedia, has cultivated students’ spatial abstract thinking ability and ability to understand graphics and theorems. As multimedia becomes more and more concerned by the education community, this paper is about the question of why multimedia technology should be used to assist the teaching and application of solid geometry applications, and how to apply multimedia technology to achieve the maximum value of the teaching effect of stereo geometry. A lot of experimental research has been carried out. Through experiments, we have built a more complete multimedia assistant teaching system, which is beneficial for students to acquire new knowledge on the Internet. The multimedia technology-assisted three-dimensional geometric method is more conducive to mobilizing the enthusiasm and initiative of students than the traditional method. The biggest innovation of this paper is to use the indispensable advantages of traditional teaching to discount the media to the network platform. To some extent, the research in this paper enhances the guiding significance of interactive research to the actual development work.

Precision, Repeatability, and Validation of the Localization of Cranial Landmarks Using Computed Tomography Scans

1995 ◽  
Vol 32 (3) ◽  
pp. 217-227 ◽  
Author(s):  
Joan T. Richtsmeier ◽  
Chul H. Paik ◽  
Peter C. Elfert ◽  
Theodore M. Cole ◽  
Holly R. Dahlman
Keyword(s):  
Computed Tomography ◽  
Three Dimensional ◽  
Three Dimensions ◽  
Ct Scans ◽  
Average Error ◽  
Measurement Systems ◽  
Three Dimensional Representation ◽  
Internal Structures ◽  
Means Of Measurement ◽  
Ct Data

Computed tomography (CT) has brought to the craniofacial surgeon a three-dimensional representation of internal structures. CT scans provide visualization of anatomy for preoperative planning and postoperative evaluation. Beyond visualization, however, a CT scan enables assessment of measurements useful to clinicians and basic scientists. All measurement systems used with CT require the ability to accurately locate regions of interest on the image (i.e., areas, volumes, outlines, curves, surfaces, points). This study evaluates the precision and repeatability of locating anatomic landmarks in three dimensions on CT slice images, and validates these locations using an established measurement system. The average error of landmark position is always less than 0.5 mm and for some landmarks error is negligible. Repeatability studies show that less than 2% of the total variance in our data is due to measurement inaccuracy. Although data collected from CT scans are internally consistent, validation results caution the use of CT data In combination with data collected using calipers or other direct means of measurement.

scholarly journals Reflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture

2015 ◽  
Vol 9 (1) ◽  
pp. 267-283 ◽  
Author(s):  
Boyd E. White ◽  
Amélie Lemieux
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Identity Development ◽  
Material Culture ◽  
Teacher Identity ◽  
Meaning Making ◽  
Three Dimensional ◽  
Education Professional ◽  
Education Professional Development ◽  
Pre Service Teacher

This article describes a research project that investigated the development of pre-service teacher identity, with an emphasis on meaning-making and articulation of personal values. The methodology is primarily arts-based. Data for the research consisted of: (1) participant-created three-dimensional constructions that symbolized their emerging values and identities; (2) accompanying written reflections that provided the context of the constructions and elaborated on the personal symbolization of the material culture involved. With this article, we hope to initiate further conversations around teacher education, professional development, and arts-based learning, with particular attention to dialogue about the teaching self.

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