Using Data in Undergraduate Science Classrooms

Provides pedagogical insight concerning the skill of using data The resource being annotated is: http://www.dlese.org/dds/catalog_DATA-CLASS-000-000-000-007.htm

A theoretical view on concept mapping

Auto‐monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto‐monitoring is the idea of a ‘learning arena’ where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking ‘on action’ while ‘in action’. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto‐monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena

Teaching with infographics: practising new digital competencies and visual literacies

This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture

Knowledge Cartography: Software tools and mapping techniques

Knowledge Cartography is the discipline of mapping intellectual landscapes.The focus of this book is on the process by which manually crafting interactive, hypertextual maps clarifies one’s own understanding, as well as communicating it.The authors see mapping software as a set of visual tools for reading and writing in a networked age. In an information ocean, the primary challenge is to find meaningful patterns around which we can weave plausible narratives. Maps of concepts, discussions and arguments make the connections between ideas tangible and disputable. With 17 chapters from the leading researchers and practitioners, the reader will find the current state–of-the-art in the field. Part 1 focuses on educational applications in schools and universities, before Part 2 turns to applications in professional communitie

Reviews

Judith Jeffcoate, Multimedia in Practice ‐Technology and Applications, BCS Practitioner Series, Prentice‐Hall International, 1995. ISBN: 0–13–123324–6. £24.95

The Science Studio – A Workshop Approach to Introductory Physical Science

This paper describes the Science Studio, an innovative workshop approach for instruction in a physical science course that combines aspects of traditional lecture and laboratory. The target audience for this introductory course is non-science majors, including prospective teachers. An inquiry-based, technology-rich learning environment has been created to allow students hands-on, in-depth exploration of topics in physics, and earth and space science. Course philosophy, course development, and sample activities are described in this paper, along with outcomes from a project-wide evaluation of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), an investigation of change in student attitudes and the lasting impact of the studio model at Norfolk State University

Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms

Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy learning with visualisations but few have explored how learning outcomes compare when teaching with or without visualisations. This study employs a quasi-experimental crossover research design and quantitative methods to measure the educational effectiveness - defined as level of conceptual development on the part of students - of using computer-based scientific visualisations versus teaching without visualisations in teaching chemistry. In addition to finding that teaching with visualisations offered outcomes that were not significantly different from teaching without visualisations, the study also explored differences in outcomes for male and female students, students with different learning styles (visual, aural, kinesthetic) and students of differing levels of academic ability