scholarly journals COMPUTER BASED VISUALIZATION TEACHING CHEMISTRY: ANALYTICAL REVIEW OF VISUALIZATION TOOLS AND OBJECTS

2008 ◽  
Vol 5 (2) ◽  
pp. 7-14
Author(s):  
Renata Bilbokaitė
Keyword(s):  
Chemistry Education ◽  
English Language ◽  
Structural Model ◽  
Laws Of Nature ◽  
Modern Technology ◽  
Teaching Chemistry ◽  
Teaching Process ◽  
Analytical Review ◽  
Computer Based ◽  
Visualization Tools

Background There are lot of books that teachers use in teaching process, but books are still unable to represent difficult view and to enclose 3D features of object. To reduce this lack of information proceeding there can be used computer visualisation in the classrooms. Computer technologies can be essential tools for scientific teachers because of the extensive possibilities to show 3D representations. The teachers do not feel competent in knowledge of modern technology that is why they rarely use them in teaching process-es. Clear computer based visualization helps students to understand difficult concepts and this leads to comprehension in science education. The more concepts and laws of nature they will now the more quali-tative scientific education will be. The article is grounded on visual thinking and genetic structural model of intellect theories. According to these theories all things, if it is possible, should be visualised, because later it helps to create right mental models and perfect comprehension of objects. This research pretends to enclose computer based visualization tools and the mostly visualised objects in chemistry for the reason teachers could use them in chemistry lessons. The subject of research – the practice of possibilities of computer based visualization tools and objects in chemistry Aim – to enclose practice of possibilities of computer based visualization tools and objects in chemistry The research tasks: • To categorize tools of computer based visualization; • To analyze the practice of possibilities of categorized computer based visualization tools teach-ing chemistry; • To analyze - which objects are the mostly visualized teaching chemistry Methods. Scientific literature analysis, systemic structural analysis, reflection Results and conclusion: • All computer based visualization tools are important because of clear visualization and possibil-ity to see very small objects. • Computer programs are designed for concrete theme; it may be proportion to plans of chem-istry education. They are interactive; there are possibilities to subscribe them by internet. It must be installed to the personal computer. Internet programs are significant because of possibility to use them free having internet and installing needful software. Mostly all programs are verbal-ized in English language; this circumstances the good chemistry teachers’ knowledge of Eng-lish language. Pupils can use them independently for self – education, to deepen general knowledge of chemistry. • Molecules and their structures are the most visualized objects in chemistry education; it means that molecules are one of the most difficultly perceivable concepts. It is recommended to use visualization tools teaching about molecules. Key words: computer based visualization, visualization tools, visualization objects, teaching chemistry

ETHICAL ISSUES AND THE CORONAVIRUS EPIDEMIC

2021 ◽  
pp. 9-16
Author(s):  
Oleg Letov ◽  
Keyword(s):  
Public Health ◽  
English Language ◽  
Ethical Issues ◽  
Biomedical Ethics ◽  
Ethical Principles ◽  
Precautionary Approach ◽  
Ethical Problems ◽  
Health Advice ◽  
Analytical Review

The article is an analytical review of English-language articles on contemporary ethical issues related to the coronavirus epidemic. Such principles of biomedical ethics as respect for the freedom of the patient, non-harm are analyzed. A precautionary approach is formulated, the main norms of which are practicality, impartiality, proportionality and justification. It is emphasized that public health advice and action should be part of a broader effort to gain and maintain confidence in the action taken. Reasonable trust requires a serious attitude to the ethical problems associated with the implementation of the intended ethical principles.

scholarly journals Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary

2020 ◽  
Author(s):  
Ma. Mercedes T. Rodrigo ◽  
Jaclyn L. Ocumpaugh ◽  
Danna Aduna ◽  
Emily Tabanao ◽  
Kaśka Porayska-Pomsta ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Phonemic Awareness ◽  
English Language ◽  
Design Development ◽  
Major Barrier ◽  
Computer Based Learning ◽  
Iterative Development ◽  
Collaborative Game ◽  
Computer Based ◽  
Filipino Learners

Filipino learners’ lack of English language proficiency is a major barrier to higher education opportunities and participation in high-value industries. Computer-based learning systems have the potential to increase educational quality, equity, and efficacy in the Global South. However, a key challenge is to design systems that are developmentally and socio-culturally appropriate and engaging for the target learners. In this paper, we describe the design, development, and preliminary testing of Ibigkas!, a collaborative, mobile phone-based game designed to provide phonemic awareness and vocabulary building support to Filipino learners aged 10-12. Cite as Rodrigo, M.M.T., Ocumpaugh, J., Diy, W.D., Moreno, M., De Santos, M., Cargo, N., Lacson, J., Santos, D., Aduna, D., Beraquit, J.I., Bringula, R., Caparros, M.R.M., Choi, A.T., Ladan, S., Lim, J., Manahan, D.M.A., Paterno, J.M.G., Saturinas, K., Tabanao, E., Tablatin, C., Torres, J., Porayska-Pomsta, K., Olatunji, I., Luckin, R. (2019) Ibigkas!: The Iterative Development of a Mobile Collaborative Game for Building Phonemic Awareness and Vocabulary. Computer-Based Learning in Context, 1(1), 28-42. DOI: 10.5281/zenodo.4057282

scholarly journals EFFECT OF ENGLISH PROFICIENCY ON SOCIAL CAPITAL AND ACADEMIC ACHIEVEMENT AMONG ECONOMIC STUDENTS

2017 ◽  
Vol 16 (3) ◽  
Author(s):  
Muhammad Sodbir Hamzah ◽  
Hussin Abdullah ◽  
Mazida Ahmad
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Academic Success ◽  
Language Proficiency ◽  
Structural Equation ◽  
English Language ◽  
Structural Model ◽  
English Language Proficiency ◽  
Mediating Effect ◽  
Academic Achievements

The use of English language becomes increasingly important, either in educational sector or working sector. The role of social capital should be taken into consideration in helping the students to achieve their academic success. Previous findings indicated that students with limited use of English faced problems in advance subjects. Thus, this study examines the effect of English language proficiency towards social capital and academic achievement. This study employed the survey research design and the sample comprised of 81 undergraduate students enrolled in Economics courses from year two and three in Universiti Utara Malaysia (UUM). The instruments were adapted based on the constructs in the structural model developed. The data has been analysed using Structural Equation Modelling to enable simultaneous analysis of all the constructs and estimate the magnitude of the direct and indirect effects between the constructs. The findings show that there is a significant direct effect of English Language Proficiency (ELP) towards Academic Achievements (AA) and Social Capital Outside Family (SCOF), and from social capital outside family towards academic achievements. The mediating effect of social capital outside family towards English Language Proficiency (ELP) and Academic Achievement (AA) among economics students in UUM was significant. The findings suggest for more activities geared towards increasing students’ English language proficiency to help them to increase their academic achievements.Keywords: English Language Proficiency; Social Capital; Academic Achievement.

scholarly journals ՍՈՎՈՐՈՂՆԵՐԻ ՍՏԵՂԾԱԳՈՐԾԱԿԱՆ ՄՏԱԾՈՂՈՒԹՅԱՆ ԶԱՐԳԱՑՈՒՄՆ ԱՆԳԼԵՐԵՆԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / DEVELOPMENT OF THE LEARNERS' CREATIVE THINKING SKILLS IN THE PROCESS OF TEACHING ENGLISH

2021 ◽  
pp. 73-82
Author(s):  
SUSANNA ASATRYAN
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Teaching English ◽  
Teaching Process ◽  
Current Article

The current article touches upon the problem of the development of learners’ creative thinking skills at different stages of teaching the English language. Appropriate methods, techniques, as well as carefully elaborated language materials and practical tasks are clearly emphasized as the main prerequisite for the development of the learners’ creative thinking skills, thus making the teaching process more effective and goal-oriented.

scholarly journals STRUCTURAL, SEMANTIC AND GRAMMATICAL CHARACTERISTICS OF PHRASEOLOGICAL UNITS WITH COMPONENT DENOTING WEAPON IN ENGLISH

2021 ◽  
pp. 117-122
Author(s):  
Todorova N.Yu.
Keyword(s):  
Research Methods ◽  
English Language ◽  
Structural Model ◽  
Structural Models ◽  
General Concept ◽  
Semantic Classification ◽  
Scientific Methods ◽  
Grammatical Class ◽  
Semantic Classes ◽  
Analysis And Synthesis

Purpose. The purpose of the research is to define structural, semantic and grammatical features of the Phraseological Units (PhU) with the component denoting weapon in the English language. It is realized through determining the corpus of PhUs with the component denoting weapon in English, developing their semantic-grammatical classification and describing their most productive structural models in each semantic-grammatical category.Methods. The study is characterized by the integrated application of general and specific research methods. General scientific methods analysis and synthesis, induction and deduction, logical operations definition and classification were used for empirical data processing. As to research methods specific for linguistics, the descriptive method allowed to comprehensively represent the results, the method of internal interpretation was involved in the process of dividing the collected data into semantic-grammatical classes. Within the structural approach, the method of immediate constituents was applied for building structural models of PhUs. The elements of the quantitative analysis ensured the objectivity and accuracy of the obtained results.Results. Defining the notion weapon made it possible to establish the criteria for data collection. The corpus of the analyzed data includes the English PhUs with the component denoting the general concept of weapon (arms, weapon), defensive weapon, cold weapon, fire weapon, their constructive parts and service ammunition. According to the semantic-grammatical classification, the PhUs fall into semantic-grammatical classes: verbal, substantive, adverbial and adjective PhUs, within which the verbal class is the most widespread. In each semantic-grammatical class, the most productive structural models are determined and the type of syntactic connection between the components of the models is described. Verbal PhUs with the component denoting weapon are mainly subordinate phrases formed according to the model V+N. The highest number of substantive PhUs are phrases with an attributive relation between the core and the dependent components (Adj+N). The most typical structural model of adverbial PhUs is Prep+N+N. Adjective PhUs are often comparative phrases with a comparative component in their structure (Adj+Conj+N).Conclusions. The corpus of English PhUs with the component denoting weapon is formed by the PhUs with the component denoting the general concept of weapon, types of weapons, their parts and service ammunition. According to the structural-semantic classification, the analyzed PhUs are divided into structural-semantic classes: verbal, substantive, adverbial and adjective PhUs, among which the verbal class is dominating. The most productive structural model for verbal PhUs is V+N, for substantive PhUs – Adj+N, for adverbial PhUs – Prep+N+N, and for adjective PhUs – Adj+Conj+N.Key words: classification, classes, structural models, verbal idioms, substantive idioms, adverbial idioms, attributive idioms. Мета. Метою дослідження є висвітлення структурних та семантико-граматичних характеристик фразеологічних одиниць (ФО) з компонентом на позначення зброї в англійській мові, досягнення якої уможливлюється шляхом встановлення корпусу ФО з компонентом на позначення зброї в англійській мові, розробки їх семантико-граматичної класифікації та опису найпро-дуктивніших структурних моделей кожного семантико-граматичного розряду.Методи. Дослідження характеризується комплексним застосуванням загальнонаукових та спеціальних лінгвістичних методів. Для обробки емпіричного матеріалу використовувалися загальнонаукові методи аналіз і синтез, індукція та дедукція, логічні операції визначення та класифікація. Серед лінгвістичних методів описовий метод дає змогу репрезентувати результа-ти, а прийом внутрішньої інтерпретації залучався для розподілу ФО за семантико-граматичними розрядами. У межах струк-турного підходу методика безпосередніх складників використовувалась для побудови структурних моделей ФО. Елементи кількісного аналізу забезпечили об’єктивність і точність отриманих результатів.Результати. Окреслення поняття зброя уможливило встановлення корпусу досліджуваних одиниць, до якого ввійшли англійські ФО, в структурі яких є лексема-компонент на позначення узагальненого поняття зброя (arms, weapon), на позначен-ня захисної, метальної, холодної, вогнепальної зброї, її конструктивних частин та боєприпасів. У результаті розробки семан-тико-граматичної класифікації ФО розподілено за семантико-граматичними розрядами: дієслівні, субстантивні, адвербіальні й ад’єктивні ФО, серед яких дієслівні ФО набувають найвищої кількісної представленості. У межах кожного розряду виявлено найпродуктивніші структурні моделі утворення ФО, описано тип синтаксичного зв’язку між компонентами моделей. Дієслівні ФО з компонентом на позначення зброї переважно є підрядними словосполученнями утвореними за моделлю V+N. Найви-ща кількість субстантивних ФО є словосполученнями з атрибутивний зв’язком між стрижневим і залежним компонентом (Adj+N). Найтиповішою моделлю утворення адвербіальних ФО є модель Prep+N+N. Ад’єктивні ФО часто є компаративними словосполученнями із порівняльним компонентом у своїй структурі (Adj+Conj+N).Висновки. Корпус ФО з компонентом на позначення зброї формують ФО з лексемою-компонентом на позначення узагаль-неного поняття зброя, різновидів зброї, її частин та боєприпасів. Згідно зі структурно-семантичною класифікацією ФО роз-падаються на структурно-семантичні розряди: дієслівні, субстантивні, адвербіальні й ад’єктивні ФО, серед яких дієслівні ФО кількісно переважають. Найпродуктивнішою структурною моделлю дієслівних ФО є модель V+N, субстантивних – Adj+N, адвербіальних – Prep+N+N, ад’єктивних – Adj+Conj+N.Ключові слова: класифікація, розряди, структурні моделі, дієслівні фразеологізми, субстантивні фразеологізми, адвербі-альні фразеологізми, атрибутивні фразеологізми.

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

Human Computer Interaction for Computer-Based Classroom Teaching

2009 ◽  
pp. 1436-1458
Author(s):  
Wolfgang Hürst ◽  
Khaireel A. Mohamed
Keyword(s):  
Human Computer Interaction ◽  
Software Design ◽  
Data Type ◽  
Classroom Teaching ◽  
Teaching Process ◽  
Input Devices ◽  
Computer Based ◽  
Digital Ink ◽  
Computer Interaction

This chapter focuses on HCI aspects to overcome problems arising from technologies and applications that may hinder the normal teaching process in ICT-ready classrooms. It investigates different input devices on their usage and interactivity for classroom teaching and argues that pen-based computing is the mode of choice for lecturing in modern lecture halls. It also discusses the software design of the interface where digital ink, as a “first class” data type is used to communicate visual contents and interact with the ICT.

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