Учитель, когда он видит студентов к

Учитель, когда он видит студентов которые сидят над их тетрадем и пишут быстро, он обычно думает, что это хорошая примета. Хотя при ближайшем рассмотрении, учитель иногда находит, что вместо того чтобы писать заметки, тетради студентов наполня́ются бессмысленными рисунками. Содержение этих созданий варируют, но обычно этот вариант рисунков известен как бессмысленный рисунок. Долгое время, бессмысленный рисунок рассматривался, в лучшем случае, как простая и бессмысленная деятельность. В худшем случае, это видилось как значительное отвлечение от реальной работы по обучению. Интересно, недавние исследование показали, что рисовать бессмысленный рисунок может помочь мозгу, чтобы понимать конкретные виды информации. Более того, вполне возможно, что поощрения студентов рисовать бессмысленный рисунок может увеличить их участие и увлечение в образовательных темах.
В 2009-ом году, профессор психологии в университете Плимуты в Великобритании, создала психологический эксперимент, чтобы определить если рисовать бессмысленный рисунок получить выгоду памяти и внимания. В эксперименте, экспериментальная группа была инструктировать делать следы на бумаге когда они слушали информации от скучного телефонного звонока. Контрольная группа слушала то же телефонного звонока, но они не рисовали бессмысленный рисунок. Экспериментальная группа, которая рисовала бессмысленные рисунки, они помнили 29% больше информации, чем в контрольной группе. Хотя эксперимент не был убедительным, выводы эксперимента может объяснить, почему каракули были распространенными из поколения в поколение школьников. Этот эксперимент объясняет, что каракулей может быт полезными в учебных предметов.
Некоторые исследования сказали, что чиркать особенно полезно в классах науки. В 2011-ом году, образовательные исследователи от трех австралиийских университетов- Шарон Эинсворт от университета Ноттингнема, Вон Прайн от ла троба, и Риссел Тутлер от университета Дикина- они провели эксперимент, чтобы опробовать результаты Андранда. Исследователи решили опробовать теорию в классах науки, потому, что тема науки опирается на изображениях и графиках, чтобы объяснить идеи. Они поощряли студентов рисовать то, что они узнали в лекции, и когда они прочитали показания. Студенты которые рисовали буссмысленный рисунок сохранили больше информации и они также ссобщили больше удовольствия и взаймодействие с материалом курса.
В наши дни мы сталкиваемся больше доказательства, что рисунком больше, чем просто праздной деятельности. Некоторые важные люди хотят принести эту привычку в профессиональных средах. Например, Сунни Браун, который является лидером революция каракул, работала с важными компаниями, чтобы улучшить организацию с каракулами.
Стоит отметить, что не все исследование на каракулей можно предположить положительный еффект. В 2012-ом году, Елаин Чан от университета Британской Колумбии, нашла, чтобы визуальный отзыв, каракулей можно иметь негативный результат. Чан предлагает широкий спектр причин для этого результата, и сказала, что визуальный отзыв может быть нарушена из-за отвлечении.
Безусловно, мы только начинаем исследовать связи между каракулями и учебой, и исследователи думают, что гораздо больше исследований может делать на потенциальную ценность . То есть, последствия этих первых нескольких исследований увлекательно потому, что они подразумевают очень невероятный потенциал, чтобы использовать рисовал, чтобы помочь студентов понимать и сохранять некоторые виды информации. Каракули не должен быть полностью обескуражен, но рассматривается как один из потенциальных путей для реального роста, как преподаватели вывести лучше методы для студентов учиться важные умения, чтобы помочь им добиться успеха в будущем.

Results (English) 1:

The teacher when he sees students who sit on their tetradem and write quickly, he usually thinks it's a good omen. Though on closer examination, the teacher sometimes finds that instead of writing notes, notebooks students napolnấûtsâ pointless pictures. These creatures who can, but usually this option figures known as meaningless figure. For a long time, mindless figure was considered, at best, as simple and meaningless activity. In the worst case, it is vidilos′ as a significant distraction from real work on training. Interestingly, recent research has shown that to draw inane picture can help the brain to understand specific types of information. Moreover, it is possible that encourage students to draw inane figure can increase their participation and passion for educational topics. In 2009, Professor of psychology at the University of Plimuty in the uk, has created a psychological experiment to determine if to draw inane drawing benefit of memory and attention. In the experiment, the experimental group was instructed to make marks on paper when they heard the information from a boring phone call. The control group listened to the same phone call, but they are not painted a meaningless figure. The experimental group, which drew mindless drawings, they remembered 29% more information than in the control group. Although the experiment was not conclusive, findings of the experiment may explain why doodles were common from generation to generation of schoolchildren. This experiment explains what doodles might be useful in academic subjects. Some studies say that čirkat′ is particularly useful in science classes. In the year 2011, educational researchers from three universities avstraliijskih-Sharon Èinsvort from Nottingnema University, Won Prine from La Trobe and Deakin University from Tutler Rissel-they conducted an experiment to test the results of Andranda. Researchers decided to test the theory in science classes, because the subject of science relies on images and charts to explain ideas. They encourage students to draw what they have learned in lectures, and when they read the testimony. Students who painted bussmyslennyj figure retained more information and they also ssobŝili more fun and interaction with the material of the course. Nowadays we face more evidence that the picture is more than just an idle activity. Some important people want to bring this habit in professional environments. For example, Sunni Brown, who is the leader of the revolution of Karakol, worked with important companies to improve with karakulami. It is worth noting that not all research on doodles you can assume a positive effect. In the year 2012, Elain Chan from the University of British Columbia, has found that visual feedback, doodles can have a negative result. Chan offers a wide range of reasons for this result, and said that the visual feedback may be compromised because of the distraction. Of course, we are just beginning to explore the relationships between scribbles and study, and the researchers think they can do much more research on the potential value of << meaningless doodles >>. That is, the effects of these first few studies fascinating because they imply a very incredible potential to use painted to help students understand and retain certain types of information. Doodle must not be totally discouraged, but is regarded as one of the potential ways for real growth as teachers bring out better methods for students to learn important skills to help them succeed in the future.

Results (English) 2:

Master, when he sees the students who sit on their notebooks and write quickly, he usually thinks it's a good sign. Although on closer examination, the teacher sometimes finds that instead of writing notes, student notebooks are filled with meaningless figures. It contained these creatures variruyut, but typically this option figures known as meaningless figure. For a long time, a meaningless figure was considered, at best, as a simple and meaningless activity. In the worst case, it vidilos as a significant distraction from the real work of learning. Interestingly, recent studies have shown that draw meaningless pattern can help the brain to understand the specific types of information. Moreover, it is possible that encourage students to draw a meaningless figure could increase their participation and enthusiasm in educational topics.
In the year 2009, a professor of psychology at the University of Plymouth in the UK, created a psychological experiment to determine if you draw a meaningless drawing benefit memory attention. In the experiment, the experimental group was instructed to make marks on paper when they heard the information from a boring phone call. The control group listened to the same phone call, but they did not draw a meaningless figure. The experimental group, which drew meaningless pictures, they remembered 29% more information than in the control group. Although the experiment was not conclusive, the findings of the experiment may explain why scribbles were common for generations of schoolchildren. This experiment explains that doodles can be useful in everyday life subjects.
Some studies have said that the strike sharply particularly useful in science classes. In 2011, the year, educational researchers from three avstraliiyskih universitetov- Sharon Einsvort from the University Nottingnema, Vaughn Prine from La Trobe and Rissel Tutler from the University Dikina- they conducted an experiment to test the results of Andranda. The researchers decided to test the theory in science classes, because the subject of science is based on images and graphics to explain the idea. They encouraged students to draw what they have learned in the lecture, and when they read the readings. Students who painted pattern bussmyslenny save more, and they are also more fun and ssobschili vzaymodeystvie with the course material.
Today, we face more proof that the figure is more than just idle activity. Some important people want to bring this habit in a professional environment. For example, Sunni Brown, who is the leader of the revolution doodle worked with important companies in order to improve the organization with scribbles.
It should be noted that not all research on scribble can assume a positive effekt. In the 2012th year, Elain Chan from the University of British Columbia found that the visual feedback, doodles can have a negative result. Chan offers a wide range of reasons for this result, and said that the visual feedback can be compromised due to distraction.
Of course, we are only beginning to explore the relationship between the scribbles and study, and the researchers believe that more research may be on the potential value of << meaningless doodles >>. That is, the effects of these first few exciting research because they imply very incredible potential to use drawing to help students understand and retain certain types of information. Scribble should not be completely discouraged, but is regarded as one of the potential ways of real growth, as the teachers bring the best method for students to learn important skills to help them succeed in the future.

Results (English) 3:

the teacher, when he sees the students who sit on their тетрадем and write fast, he usually thinks that's a good sign. although the teacher sometimes finds that instead of writing notesthe notebook students наполня́ются meaningless drawings. содержение creatures варируют, but normally this option were known as meaningless figure. for a long time, meaningless figure was considered.in the best case, how simple and meaningless activities. in the worst case, it видилось as a distraction from the real work of learning. interestingly, recent study showedwhat do meaningless image can help the brain to understand the specific types of information. moreover, it is possiblei encourage students to draw meaningless figure could increase their participation and interest in educational issues. in 2009, professor of psychology at the university of плимуты in britaina psychological experiment to determine if drawing meaningless figure benefit memory and attention. in the experimentthe experimental group was instructed to make marks on the paper when they listened to the information from звонока boring phone. the control group was the same telephone звонока,but they don't draw the blank drawing. the experimental group which drew the meaningless pictures, they remember the 29% more information than in the control group. although the experiment has not been conclusive.conclusions the experiment may explain why scratches were common for generations of students. this experiment explains that the doodle might be useful in courses.
some research said, scribbling is particularly useful in school science. in 2011 year, educational researchers from three австралиийских universities - sharon эинсворт from university ноттингнема,there прайн from la троба and риссел тутлер from deakin university they did an experiment to test the results андранда. the researchers decided to test the theory in the school of science becausethat the subject of science relies on the images and charts to explain the ideas. they encourage students to draw what they have learned in the class, when they read statements.students who had буссмысленный figure have more information, and they also ссобщили more pleasure and взаймодействие material course.
these days we have more evidencethat is more than just entertaining activities. some important people want to bring this habit in occupational environments. for example, sunni brown, who is the leader of the revolution каракул,worked with major companies, to improve the organization каракулами. it should be noted that not all the research on doodle suggests a positive еффект. in 2012 year,елаин chan of the university of british columbia found that visual feedback, doodle could have a negative result. jan offers a wide range of reasons for this result, and saidthat visual feedback may be compromised because of the diversion. "of course, we are just beginning to explore the connection between the doodle and studies, and researchers thinkmuch more research is done on the potential value of < < meaningless doodle ". that is, the consequences of those first few research is exciting becausewhat they are really incredible potential to use paint to help students understand and retain some of the information. writing should not be completely discouraged.but is regarded as one of the potential ways for real growth as teachers to better methods for students to learn important skills to help them succeed in the future.