Exploring didactic models for programming

Spatial Cognition Support 1 SPATIAL COGNITION SUPPORT FOR EXPLORING THE DESIGN MECHANICS OF BUILDING STRUCTURES Abstract A web-based tool for visualizing the simulated structural behavior of building models

A web-based tool for visualizing the simulated structural behavior of building models was developed to support the teaching of structural design to architecture and engineering students by activating their spatial cognition capabilities. The main didactic issues involved establishing a consistent and complete three-dimensional vocabulary throughout a base collection of structural system diagram...

Comparison of the programming models for considering risk in farm planning:application of utility-efficient programming

Exploring Learning Objects under Conceptual, Instructional and Didactic Perspectives

The idea of Learning Objects – “any digital resource that can be reused to support learning” – is emerging as a way to reuse learning materials in different settings and contexts. Standardization efforts have also been conducted, especially related to the establishment of learning object metadata, describing the relevant characteristics that a learning object should present. This work aims at e...

An interval-valued programming approach to matrix games with payoffs of triangular intuitionistic fuzzy numbers

The purpose of this paper is to develop a methodology for solving a new type of matrix games in which payoffs are expressed with triangular intuitionistic fuzzy numbers (TIFNs). In this methodology, the concept of solutions for matrix games with payoffs of TIFNs is introduced. A pair of auxiliary intuitionistic fuzzy programming models for players are established to determine optimal strategies...

The didactic principles and their applications in the didactic activity

The evaluation and reevaluation of the fundamental didactic principles suppose the acceptance at the level of an instructive-educative activity of a new educational paradigm. Thus, its understanding implies an assumption at a conceptual-theoretical level of some approaches where the didactic aspects find their usefulness by relating to value principles. This situation expresses in fact focus on...