This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This research was undertaken to determine the influence of a video class system on the strategic teaching and learning of school mathematics. A literature investigation served as a frame of reference for the planning, execution and assessment of the empirical investigation. Some of the approaches which have the greatest influence on the learning of school mathematics, namely the behaviourist, cognitive and constructivist approaches, are described and, where necessary, critically assessed. Factors which influence the learning of school mathematics are discussed in an interrelated manner and are used to identify the features of the strategic learning of school mathematics. It is then attempted to determine how teaching should take place to enable the strategic learning of school mathematics. To reach this objective, different approaches to the teaching of mathematics are discussed, based on approaches to the learning of mathematics, and the influence of these on the teaching of school mathematics is determined, based on the literature investigation. Different factors which influence the teaching of mathematics are identified and used to describe the characteristics of the effective teacher, who teaches mathematics for the strategic learning of the subject. The empirical investigation involved a quantitative as well as a qualitative investigation. In the quantitative investigation an actual experimental design with a pre-test and post-tests was used. Video recordings were made with one experimental group (video recording class) and delivered (played back) with another experimental group (video delivery class). The control group received conventional mathematics teaching. A quantitative field investigation was undertaken by means of an adapted LASSI-HS to establish the influence of the video class system used in the investigation on the study and learning strategies of the learners. In this way the influence on the strategic learning of mathematics could be determined. At the same time the influence of the video class system on the mathematics performance of the learners was established, in order to determine the extent of success of the use of the video class system. A qualitative investigation by means of an observation schedule, together with the analysis of video recordings of mathematics lessons, was used to determine the influence of the video class system on the teaching of mathematics. The video class system did not have a negative or a positive influence on the performance of either the video recording classes, the video delivery classes or the control classes of the schools who participated in the research. Neither did the video class system have a positive or a negative influence on the use of learning and study strategies (concerning mathematics) of the different class groups who participated in the research. That means that the video class system did not negatively influence strategic learning in learners who may use it. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This paper discusses the possibilities of realization of VGA grabber for FITkit. Text is focused on software and hardware implementation possibilities. The first part introduces the reader to the theory of the issue. Next, the paper proposes several options of VGA grabber implementation and brief evaluation of alternatives. The second part describes a chosen architecture of VGA grabber of the featured options and includes a brief summary of the findings of the processor LPC4370 from NXP and USB Video Class UVC, on which the resulting architecture is based. The conclusion includes a brief summary.

Orientadora: Profª. Drª. Káthia Maria Honório / Tese (doutorado) - Universidade Federal do ABC. Programa de Pós-Graduação em Ciência e Tecnologia/Química, 2016. / O conhecimento de química dos estudantes que ingressam no ensino superior é frequentemente relatado, na literatura, como deficiente. Esse problema acarreta dificuldade de compreender conceitos e fenômenos. É importante conhecer as operações do pensamento, aliadas aos conteúdos conceituais que um estudante mobiliza para aprender, a fim de auxiliá-lo a melhorar sua capacidade cognitiva e, assim, suprir, da melhor forma possível, as lacunas educacionais que apresenta. Neste contexto, a finalidade desta pesquisa consistiu em investigar o movimento na aprendizagem em química promovido pela ação coletiva de alunos ingressantes no ensino superior, ao resolver tarefas envolvendo videoaulas screencast. Para tal, neste estudo de caso foram investigados os indicadores cognitivos mobilizados durante a execução de dois grupos de situações, o primeiro, de caráter individual, e o segundo, coletivamente. Como hipótese, tem-se como alicerce dessa movimentação o aumento da quantidade e da qualidade dos indicadores, incluindo os invariantes operatórios (as operações do pensamento aliadas aos conteúdos conceituais, segundo Vergnaud). Participaram da pesquisa alunos do primeiro ano do Curso de Farmácia da Faculdade de Medicina do ABC, em Santo André, São Paulo. O tema escolhido para as situações propostas foi ebulição da água, que permite explicações em diferentes níveis de cognição. As tarefas propostas foram filmadas durante suas resoluções, e as gravações foram transcritas e analisadas com o auxílio do software Transana. Os indicadores utilizados para a realização da Análise Textual Discursiva (ATD) foram criados por associação do Espaço do Conhecimento Químico de Vicente Talanquer à Teoria dos Campos Conceituais de Gérard Vergnaud. Ao final dos trabalhos, foi produzida uma videoaula pelo grupo, modelo screencast, gravada com o auxílio do programa CamStudio. Os resultados contabilizam maior quantidade e melhor qualidade dos indicadores cognitivos nas situações de caráter coletivo, permitindo inferir que, nas condições deste estudo, houve um movimento ascensional na aprendizagem de química. / The chemistry knowledge of students who have entered higher education courses is often reported, in literature, as deficient. This problem entails difficulty in understanding concepts and phenomena. Knowing the thinking operations related to conceptual contents that students mobilize in order to learn is an important ally in helping them enhance their cognitive capabilities, thus filling in, in the best possible way, the education gaps they show. Within this context, the goal of this research consisted in investigating the movement in learning chemistry promoted by the action taken collectively by students entering the higher education level, when tackling tasks which involve screencast video classes. For such, in this case study, we investigated the cognitive indicators mobilized while carrying out two groups of situations; the first, individually, and the second, collectively. As a hypothesis, the increase in both quantity and quality of the indicators, including the operatory invariants (the thinking operations related to conceptual contents, according to Vergnaud), is taken as groundwork for this movement. First-year students from the pharmacy course at `Faculdade de Medicina do ABC¿, in Santo André, São Paulo, participated in this research. The theme chosen for the proposed situations was `the boiling of water¿, which yields explanations on different levels of cognition. The tasks proposed were shot in video as they were carried out, and the recordings were transcribed and analyzed with the help of the Transana software. The indicators used for carrying out the Discursive Textual Analysis (DTA) were created by associating Vincent Talanquer¿s Chemistry Knowledge Space with Gérard Vergnaud¿s Theory of Conceptual Fields. At the end of the works, a screencast model video class, shot with help from the program CamStudio, was produced by the group. The results display higher quantity and better quality of the cognitive indicators in collective situations, allowing inferring that, in this study¿s conditions, there was an upward movement in chemistry learning.