Drawing to reason and learn in science Tytler, Russell; Prain, Vaughan; Aranda, George ...
Journal of research in science teaching,
02/2020, Letnik:
57, Številka:
2
Journal Article
Recenzirano
Despite mixed results in research on student learning from drawing in science, there is growing interest in the potential for this visual mode, in tandem with other modes, to enact and enable student ...reasoning in this subject. Building on current research in this field, and using a micro-ethnographic approach informed by socio-semiotic perspectives, we aimed to identify how and why student drawing can contribute to student reasoning and learning. In our study, secondary school students were challenged to explore and collaboratively create explanatory representations of phenomena including through drawing. Data were generated using multiple wall- and ceiling-mounted cameras capable of continuously tracking groups of students negotiating these representational challenges. Our analysis proceeded through active and iterative viewing of the extensive video record, and the identification of themes to establish possible relationships between drawing and reasoning. Through this process, we (a) identify multiple necessary conditions and varied opportunities for student drawing to enact and enable reasoning, and (b) extend current understandings of how the particular affordances of this mode interact with these conditions to contribute to student learning in science. Author abstract
Limited empirical research has investigated the impact of interdisciplinary STEM approaches on students' learning with a particular dearth in the area of assessment. A lack of alignment between ...interdisciplinary approaches in STEM teaching and its assessment strategies is notable. In this study, we adopt an inquiry approach to the ways in which interdisciplinary learning of science and mathematics impacted on student learning through the use of a STEM challenge that involved a real-world task. Two secondary school teachers, one who teaches science and the other mathematics, participated in the study and jointly planned and taught a sequence of science and mathematics lessons using an interdisciplinary approach to their Year 8 class of 24 students over several weeks. Data of students' project reports, video of their project presentation, and teacher interviews were analysed to identify the intersection of disciplinary specific and generic skills in assessment practice of an interdisciplinary task. Our findings highlight the importance of having an assessment rubric with criteria that addressed both disciplinary specific skills as well as generic STEM skills.
We currently live in digital times, with educators increasingly coming to realise the need to prepare students to productively participate in such a coding-infused society. Computational Th inking ...(CT) has emerged as an essential skill in this regard. As with any new skill, the ways it is theorised and practiced vary greatly. In this paper, we argue for the importance of Unplugged Programming (UP) as a hands-on and practical approach to teaching and learning, which emphasises embodied and distributed cognition. UP has the potential to open up what it means to enact CT in the classroom when computational devices are put to the side. Preparing for the issues of the future is a matter of reconnecting with the past, in particular with ideas such as epistemological pluralism. By appreciating the diversity of ways that students can undertake CT and teachers can support them in doing so – from coding with digital devices to pencil-and-paper programming – we can work to make the classroom a place in which students can explore and undertake CT in rich and diverse ways.
This literature-based article explores key trends in the integration of digital technologies in education and aims to highlight issues and challenges in the relationship between technology, pedagogy ...and early years’ education practices. The article explores how technology, teacher training initiatives and productive play-based pedagogy could be used to improve digital literacy outcomes for early childhood learners. While situated within the Australian context, more global literature is also reviewed to provide an international perspective. This review of trends in the integration of digital technologies in education is timely due to the national and international focus on STEM (Science, Technology, Engineering and Mathematics) education, arguably for economic sustainability and the quality standards expected in early childhood education. The role of digital technologies in early childhood is increasingly discussed and negotiated in learning centres. Educators are wanting support in understanding how young children can be creators of technology rather than simply being consumers of digital products.
It is well established that teacher-student interactive talk is critically important in supporting students to reason and learn in science. Teachers’ discursive moves in responding to student input ...are keys to developing and supporting a rich vein of interactive discussion. While initiation-response-evaluation (IRE) sequences have been shown to dominate science classroom discourse patterns worldwide, teacher ‘prompts’ are important for opening up opportunities for reasoning and higher level learning. This paper describes the analysis of video sequences for five expert elementary teachers across three countries to develop a coding scheme for these teachers’ ‘discursive moves’ to guide and respond to student inputs, that unpacks more completely the strategies they use to develop interactive discussion. The analysis showed varied patterns of knowledge transaction, with teacher discursive moves serving three broad purposes: to elicit and acknowledge student responses, to clarify and to extend student ideas. The patterns of talk were also related to the dialogic-authoritative distinction in analysis of talk, to show that this distinction is only clear for particular types of expert practice. While the particular moves teachers use vary across parts of lessons we argue that they are revealing of teachers’ particular beliefs and of systemic constraints, and that there exist patterns in the use of the discursive categories that capture how expert teachers build deeper level knowledge in classroom interactive talk. We describe ways in which the analysis can inform science teacher education and the professional learning of teachers of science.
Occupational Health and Safety is a significant area of concern for the construction industry, in which subcontractors work across multiple sites with varying safety induction and training. Prior ...work in applying immersive technologies for safety training often focuses on the simulation of working sites for hazard identification, demonstration of safety practice, and knowledge-based safety tests. However, it has been identified that current safety training is largely ineffective in improving workers' attitudes towards safe work practices. We apply a fear-arousal approach to safety training by simulating the experience of different types of common safety accidents on a construction site in virtual reality. We conducted an evaluation with workers, contractors, and employees of a commercial construction company, where each participant experienced safety incidents on a virtual construction site. We applied pre- and post-testing measures on the impact on safety attitude and learning practice. We present the empirical evidence of fear arousal safety training in VR for improving the safety attitudes of construction workers, subcontractors, and employees. We suggested improvements and design considerations for other researchers, designers, and stakeholders in this domain based on our findings.
Thesis (PhD) - Swinburne University of Technology, Brain Sciences Institute, 2008.
Submitted for the degree of Doctor of Philosophy, Brain Sciences Institute, Swinburne University of Technology - ...2008. Typescript. Includes bibliographical references (p. 218-269).
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