أثر التفاعل بين نمط تقديم الرسومات المعلوماتية (الثابت-المتحرك)‎ و مستوى التمثيل المعرفي للمعلومات (سطحي-عميق)‎ في إكساب مهارات الطباعة المجسمة و الثقافة البصرية لدى طلاب تكنولوجيا التعليم

العناوين الأخرى

The effect of interaction between the pattern of presenting infographics (Fixed-Moving)‎ and the level of knowledge representation of information (Surface-Deep)‎ in acquiring stereoscopic printing skills and the visual culture of instrucation technology students

المؤلفون المشاركون

خليل، شيماء سمير محمد
علي، محمد يوسف أحمد

المصدر

مجلة البحوث في مجالات التربية النوعية : مجلة علمية محكمة

الناشر

جامعة المنيا كلية التربية النوعية

تاريخ النشر

2018-07-31

دولة النشر

مصر

عدد الصفحات

113

التخصصات الرئيسية

العلوم التربوية

الملخص الإنجليزي

Information graphics seek to provide complex data in a simple, effective, visual form through the use of graphics.

Through these visual presentations, it is possible to absorb the huge increase in the amount of information and big data.

Therefore, it is necessary for educators to research specifically how how learners read each other's ideas and what happens to them from Rational processes while reading the content of the information graphics presented to them, because it is very complicated because it is related to many factors affecting it, the most important of which is the cognitive representation of information and its translation into memory where cognitive representation is a mental process.

It depends on the introduction, assimilation, and placement of meanings and ideas to be preserved to become part of the learner's knowledge building to represent a cumulative structure in which the learner's information and knowledge interact with his direct and indirect experience.

The representation of concepts and information in the form of visual forms reduces the burden of understanding this information for learners and the burden of storing it in short-term memory as it is printed in memory faster and for a longer period of time.

Copying the object to be printed or designed through specialized programs on the computer using small slices consisting of thousands of layers on top of each other, and then it is printed through 3D printers to obtain a stereoscopic.

The current research problem crystallized in the presence of deficiencies among educational technology students in stereoscopic printing skills and the low level of visual culture they have, so the current research aimed to integrate and use modern technological technologies to provide instrucational technology students with stereoscopic printing skills and raise the level of their visual culture by formulating those skills using technology Infographic.

The research tools consisted of an achievement test to measure the cognitive aspect of educational technology students in stereoscopic printing skills, a note of students ’performance for stereoscopic printing, a visual culture test to measure the level of visual culture of instrucational technology students before and after applying the tools and experimental treatment material.

The research group was chosen in a voluntary way consisting of (88) male and female students from the fourth year students in the Department of Instrucation Technology - Faculty of Specific Education - Minia University, and the experimental design with four experimental groups (surface fixed, deep constant, surface mobile, deep moving) was used and indicated the most important Results:  Effectiveness of infographics with its fixed and mobile patterns in acquiring stereotyping skills and visual culture among instrucational technology students.

 There are no statistically significant differences in the cognitive achievement of stereoscopic printing skills for students.

The sample of the research is due to the effect of informational (fixed/ mobile) patterns, and the presence of statistically significant differences in cognitive achievement of stereoscopic printing skills due to the level of cognitive representation of information (superficial/ deep) in favor of the deep Also, there are no statistically significant differences between the research groups in the cognitive achievement, due to its effect on the interaction between the pattern of presentation of infographics and the level of cognitive representation of information.

 There are no statistically significant differences in the note card for stereoscopic printing skills for students, the sample of the research is due to the pattern of informational graphics (fixed/ mobile), and the presence of statistically significant differences in the note card for stereoscopic printing skills due to the level of cognitive representation of information (superficial/ deep) in favor of the deep, The presence of statistically significant differences between the research groups in the note card is due to the interaction between the pattern of presentation of infographics and the level of knowledge representation of information, and the order of the groups came as follows: (deep moving) then (deep moving) then (deep constant) then (surface fixed).

 There are no statistically significant differences in the visual culture test for students.

The sample of the research is due to the pattern of information graphics (fixed/ mobile), and the absence of statistically significant differences in the visual culture test due to the level of cognitive representation of information (superficial/ deep), as there are no differences Statistically significant among research groups in the visual culture test due to the interaction between the pattern of presentation of informational drawings and the level of knowledge representation of information.

نوع البيانات

أوراق مؤتمرات

رقم السجل

BIM-970790

• APA
• MLA
• AMA