On Some Problems of Graphics Training at Technical High Educational Institutions (view from St. Petersburg)

10.12737/3848 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 46-52 ◽  
Author(s):  
Тихонов-Бугров ◽  
Dmitriy Tikhonov-Bugrov
Keyword(s):  
Educational Institution ◽  
High Educational Institution ◽  
Descriptive Geometry ◽  
Educational Institutions ◽  
First Year ◽  
School Program ◽  
Saint Petersburg ◽  
Competence Level ◽  
High Educational

A review of problems related to geometry and graphics training at school and high educational institution has been presented within the meaning of discussions on meeting of «Descriptive Geometry, Graphics, CADD» section of Saint Petersburg House of Scientists. It has been shown that in connection with minimization in the school program of graphics and due to focused training on geometry, the competence level of freshmen does not meet high educational institutions’ requirements. It is firmly established that descriptive geometry is the only subject to facilitate these gaps liquidation during the first year of educating. Different variants of educating programs are considered and analyzed.

Academic Olympics on Descriptive Geometry As a Catalyst of Heuristic Thinking

2017 ◽  
Vol 5 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Сальков ◽  
Nikolay Sal'kov ◽  
Вышнепольский ◽  
Vladimir Vyshnyepolskiy ◽  
Аристов ◽  
...  
Keyword(s):  
Spatial Perception ◽  
Academic Discipline ◽  
Educational Institution ◽  
High Educational Institution ◽  
Descriptive Geometry ◽  
Geometric Problems ◽  
Problem Book ◽  
The Mind ◽  
Mental Resources ◽  
High Educational

Gaspard Monge wrote: "The charm that accompanies science can overcome man's natural aversion to the mind intenseness and make them find pleasure in their mind’s exercise that for most of people seems as tiresome and boring occupation". He had written it including descriptive geometry. To exercise one’s mind — what is this but the brain building, and science is accompanied just by heuristic thinking, so that brings new discoveries for an intellectual. The most difficult in descriptive geometry is the ability to represent a spatial geometric figure or such figures’ combination on two images. It is clear that the usual problems of a course are resolved within the academic discipline, and are typical ones, readily understandable for any student of a technical high educational institution, while the tasks at Academic Olympics, even if these tasks are destined for use inside a high educational institution, are more difficult. If for a solving of problems from an ordinary problem book on descriptive geometry’s course it is enough to know literally a few algorithms, for tasks of increased difficulty that is not enough. The Academic Olympics’ functions reveal such a feature of those on descriptive geometry as their inseparable property to be a catalyst for development of heuristic thinking. Here there is not only the disclosure of students’ abilities to solve ordinary geometric problems, but the ability to solve problems of heuristic direction in general. It is obvious that knowledge of typical problems on the course of descriptive geometry is absolutely insufficiently, as well as it is insufficiently to know school geometry, that currently almost is not teaching in schools — now it is necessary to have not only the spatial perception, but at least the beginnings of heuristic thinking. This, plus the mobilization of all mental resources, contributes both to the solution of given geometric problems, and further solving other problems in the related areas of science and technology.

scholarly journals Kharkov in the formation of N. V. Morozova-Vodyanitskaya as a botanist-algologist

2017 ◽  
Vol 2 (2) ◽  
pp. 86-98
Author(s):  
K. V. Rusanov
Keyword(s):  
Educational Institution ◽  
Scientific Work ◽  
High Educational Institution ◽  
Educational Institutions ◽  
Scientific School ◽  
The Rich ◽  
The City ◽  
Pedagogical Environment ◽  
Harsh Conditions ◽  
High Educational

In the work, a number of facts and dates of the Kharkov period of life (1893–1920) of the botanist-algologist Nina Vasilievna Morozova-Vodyanitskaya are given, who graduated from the Kharkov High Women’s Courses, taught at them (as well as in other educational institutions of the city) and studied algae under the guidance of V. M. Arnoldi, Professor of the Departments of Botany of Kharkov University and High Courses. The origin of the rich merchant family allowed N. V. Morozova get both secondary and high education. The Kharkov High Women’s Courses were a huge, rapidly developing non-state high educational institution, similar to the classical university in terms of teaching natural sciences, equipping departments and laboratories, and the number of students. The Department of Botany, where N. V. Morozova studied and worked as a laboratory assistant and then as an assistant, has provided to the students an extensive workshop, participation in excursions outside the city and in expeditions to the basims of Russia. Students of the courses had the opportunity to engage in scientific work in laboratories and at a biological station on the Seversky Donets River. Among the students and junior teachers (colleagues of N. V. Morozova-Vodyanitskaya, who has formed the scientific school of V. M. Arnoldi) there were many well-known botanists, algologists, hydrobiologists who became professors, correspondent members, and so on. It is concluded that the scientific and pedagogical environment surrounding of N. V. Morozov-Vodyanitskaya in Kharkov favored her becoming as a researcher. Only the harsh conditions of the Civil War and devastation delayed the publication of the results of the first work of a young algologist, started in 1913.

“Applied Geometry” Discipline Adaptation to Undergraduate for Exploitative Specialities of an Aviation High Educational Institution

2020 ◽  
Vol 8 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Olga Nazarova
Keyword(s):  
Geometric Modeling ◽  
Educational Institution ◽  
High Educational Institution ◽  
Bachelor's Degree ◽  
Descriptive Geometry ◽  
Professional Activities ◽  
Geometric Problems ◽  
Competency Based ◽  
Undergraduate Programs ◽  
High Educational

The problem of teaching and formulating the tasks for the “Applied Geometry” discipline is considered in this paper. Currently, in aviation high educational institutions there is a tendency to reduce the number of hours allocated to graphic disciplines; in addition, “Descriptive Geometry” – the habitual name of the discipline – has been replaced by name “Applied Geometry”. This is certainly connected with the transition to learning on undergraduate programs, that implies a competency-based approach, i.e., training in accordance with the necessary knowledge and methods of activity in a particular area [4; 9; 23; 29; 30; 34]. The planned results of learning in “Applied Geometry” include knowledge of methods for solving applied engineering-geometric problems, as well as the ability to use the basic elements of applied geometry and engineering graphics in professional activities, and to solve specific applied problems of geometric modeling [4; 14; 20; 22; 32]. For these reasons arises the question of the need to adapt “Descriptive Geometry” to the requirements and programs for the training of bachelors, bringing it to conformity with the name “Applied Geometry” of the discipline. According to the results of “Applied Geometry” studying, students ought to gain experience and have the ability to independently solve cognitive, organizational and other problems related to their future professional activities [28–30]. In this paper is proposed a general approach to the formulation of “Applied Geometry” problems for cadets pursuing a bachelor's degree in “Air Navigation” (25.03.03) and “Operation of Airports and Flight Support of Aircraft” (25.03.04). Using rather simple examples, has been considered the possibility to formulate the problem in such a way that instead of the traditional formulation it could be applied for a specific bachelor's degree. As well has been considered a complex applied problem, which is suitable as a task for performing a computational and graphic work, since it integrates several topics of the discipline.

Overview of computer technologies used in descriptive geometry teaching

10.12737/792 ◽  
2013 ◽  
Vol 1 (2) ◽  
pp. 54-58 ◽  
Author(s):  
Ваванов ◽  
D. Vavanov ◽  
Иващенко ◽  
A. Ivashchenko
Keyword(s):  
Distance Learning ◽  
Computer Technology ◽  
Descriptive Geometry ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Material ◽  
Computer Tools ◽  
Computer Technologies ◽  
High Educational

The problem related to adequate use of computer technology and the Internet as supporting tools in the descriptive geometry course is arising in connection with the spread of distance learning practice in different disciplines. The analysis of computer tools used for teaching the students of technical high educational institutions in descriptive geometry is offered in this paper. The classification of used computer means according to learning material assimilation has been cited.

To the question of educational process organization on graphic disciplines in Belarusian high educational institutions

10.12737/786 ◽  
2013 ◽  
Vol 1 (2) ◽  
pp. 38-41 ◽  
Author(s):  
Малаховская ◽  
V. Malakhovskaya
Keyword(s):  
Teaching Methods ◽  
Educational Process ◽  
Descriptive Geometry ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Computer Assisted Design ◽  
Traditional Structure ◽  
Design Systems ◽  
Methodological Aspects ◽  
High Educational

The analysis of the main trends related to descriptive geometry teaching methods in Belarusian engineering education system has been performed in this paper. The traditional structure has been characterized, from whence the need for adjustment the «Descriptive Geometry» section content of «Engineering Graphics» course in accordance with evolving the computer assisted design systems’ trends has been revealed. The organizational and methodological aspects related to descriptive geometry teaching on mechanical engineering faculties with regard to geometric computer simulation as modern design direction have been considered. The curricula change questions are proved, and also the actions for «Descriptive geometry» section teaching technique improvement are offered.

Wolfram Mathematica Functional Possibilities for Curved Lines and Surfaces Visualization

2021 ◽  
pp. 28-37
Author(s):  
S. Ignat'ev ◽  
A. Folomkin ◽  
E. Muratbakeev
Keyword(s):  
Rapid Development ◽  
Educational Institution ◽  
Simulation Models ◽  
High Educational Institution ◽  
Educational Process ◽  
Descriptive Geometry ◽  
Functional Capabilities ◽  
Wolfram Mathematica ◽  
Pedagogical Design ◽  
Depth Study

The paper states that the current conditions in which the education system is located, and the rapid development of IT require constant improvement of methodological materials, taking into account the full capacity of the current software. Examples of programs necessary for preparation of methodological materials for high-quality classes are given. The purpose of the paper was to identify the Wolfram Mathematica didactic potential when conducting classes in the disciplines of the geometric and graphic profile at a technical high educational institution. In this paper has been performed analysis of literature sources both domestic and foreign ones on the Wolfram Mathematica system application in science and teaching of various disciplines. It has been shown that the program use scope is very wide, in fact, it is comprehensive and requires additional and in-depth study. Examples of Wolfram Mathematica using in mathematics, physics, chemistry, geometry, robotics, virology, and the humanities are given. In the paper have been provided examples for pedagogical design of simulation models for an electronic course on descriptive geometry in the Moodle system. An example of code written in the Wolfram Mathematica is provided. Interactive models developed during the design are presented, which allow the user to change the constructed curves and surfaces’ parameters. Have been defined some functional capabilities of the system, and has been revealed the Wolfram Mathematica didactic potential for teaching geometric and graphic disciplines. Have been considered other authors’ similar models, which can be used in the educational process to increase the clarity of the material presented in the classroom. In conclusion it is pointed out that interactive visualization in the "Descriptive Geometry" discipline, together with classical working practices, significantly enriches the content of geometric education.

Review of Educational Courses Based on Augmented Reality Technologies

2020 ◽  
Vol 8 (3) ◽  
pp. 67-86
Author(s):  
S. Ignat'ev ◽  
Z. Tret'yakova ◽  
Marianna Voronina
Keyword(s):  
Augmented Reality ◽  
Student Teaching ◽  
Engineering Students ◽  
Academic Discipline ◽  
Educational Institution ◽  
Educational Institutions ◽  
Special Focus ◽  
Training Materials ◽  
Scientific Papers ◽  
High Educational

The research relevance is due to the growing interest of teachers in introducing Augmented Reality (AR) technologies into the course of Engineering and Computer Graphics (ECG). The research aims to study the current state of knowledge and practice of existing courses using AR-technologies, including those for geometric-graphic training of high educational institutions students. The research object was the subject readiness of engineering students to master graphic disciplines based on the AR-concept. More than 200 scientific papers published between 2005 and 2020 were selected to review the qualitative and quantitative AR-research in the education area. For this purpose, the following factors were taken into account: category of educational institution and student, publication year, academic discipline, AR-technologies. Have been presented examples for AR-technologies implementation at different levels of education, such as preschool, school, higher and special ones. Special focus has been on consideration of teachers’ experience related to AR-technologies introducing in geometric training courses. It has been revealed that at present the AR-concept has gained popularity not only among designers, but also among schoolteachers, as well as among engineering high educational institutions’ lecturers. The lack of sufficient amount of scientifically based and tested programs and training materials for student teaching on ECG using AR has been proved. The necessity for further scientific research in the area of AR application to teach students on ECG has been justified. The research base was St. Petersburg Mining University. The paper materials may be useful for high educational institutions’ lecturers, schoolteachers, and parents.

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