Analytical framework for student-generated drawings

Tang, Kok‐Sing; Won, Mihye; Treagust, David F.

doi:10.1080/09500693.2019.1672906

Cited by 43 publications

(58 citation statements)

References 21 publications

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“…This study provides a range of cognitive functions that are afforded by pictures in science textbooks, which is currently lacking in recent studies on multiple and multimodal representations within science education (e.g. Ge et al, 2017;Meneses et al, 2018;Prain et al, 2009;Tang et al, 2014Tang et al, , 2019. Research in this area has begun to show how the semiotic affordances of a visual representation can contribute to science meaning-making.…”

Section: Discussionmentioning

confidence: 99%

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

Peterson

Delgado

Tang

et al. 2021

International Journal of Science Education

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Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not fine-grained on features internal to pictures. Furthermore, many existing picture function typologies consider pictures as subservient to text, though pictures have their own explanatory power. We here adapt a general 'performative' image function typology into a science-specific taxonomy of cognitive image functions with fine-grained distinctions of design strategies related to interpretative processes. The authors, including science educators and graphic designers, refined and expanded functions of imagery using visual displays in science textbooks following a constant comparison method. The resulting performative image function taxonomy consists of a structural framework that distinguishes conceptual elements internal to pictures (i.e. concepts, entities, components, attributes, adjuncts, configurations); a process model that identifies three interpretative phases necessary to understand visual displays (i.e. approach, activity, outcome); and 17 functions across the interpretative phases. We demonstrate these functions through analysis of and modifications to visual displays from science textbooks. Many of the modifications presented here can be repeated with rudimentary drawing over existing illustrations (e.g. arrows, dividing lines, labels), and they are thus accessible to science teachers and students.

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Section: Discussionmentioning

confidence: 99%

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

Peterson

Delgado

Tang

et al. 2021

International Journal of Science Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The researchers also designed multimodal texts in eight categories regarding intermodal relations between image-text (Daly & Unsworth, 2011;Keles, 2016;Meneses et al, 2018;Tang et al, 2019;Zhao et al, 2014) (Appendix B). Intermodal relations classify into two groups and eight categories.…”

Section: Methodsmentioning

confidence: 99%

“…Attributes are adapted toDaly & Unsworth (2011),Keles (2016),Meneses et al (2018),Tang et al (2019), & Zhao et al (2014 The descriptions about the body text can be classified into six categories including definition, descriptive, informative, technical descriptions, and general knowledge about low-level cohesion in the text. They described high-level cohesion in the text as written in accordance with categories of causality, explanatory, formal, fluent, event sequencing, and progress.…”

mentioning

confidence: 99%

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gül

Çoştu

2021

msd

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Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

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“…So, although viscosity does not permit a direct measurement of the solubility of the polymer, the viscosity of the polymer solutions does provide a way to assess the relative affinity of a polymer in a set of organic solvents. Indeed, the application of intrinsic viscosity measurements to compute the SPs of polymers, epoxy, and alkyd resins, and ionic liquids has been previously reported in the literature . In general, however, these studies used the conventional methods for calculating parameters.…”

Section: Introductionmentioning

confidence: 99%

Solubility parameters and solvent affinities for polycaprolactone: A comparison of methods

Boucher

2020

J of Applied Polymer Sci

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Intrinsic viscosity measurements were used in combination with the functional solubility parameter (FSP) and Hansen solubility parameter (HSP) fitting methods to determine the solubility parameters (SPs) of polycaprolactone (PCL). Despite using only eight solvents, a simple similarity criteria approach showed that the HSPs and FSPs were good predictors of the relative solvent-PCL affinity compared to HSPs available in the literature and SPs calculated using additive group contribution methods. Three complementary computational methodologies-Conductor-like Screening MOdel for Real Solvents (COSMO-RS), partial solvation parameters (PSPs), and a thermodynamic quantitative structure-property relationship (QSPR) approach-were used to substantiate the relative solvent-PCL affinities revealed by the intrinsic viscosity measurements. The solvent affinities predicted by all three techniques were in good agreement with the trend observed in the experimental intrinsic viscosity data, but the COSMO-RS activity coefficients, ln(γ PCL ), were slightly superior to the PSP and thermodynamic QSPR methods, particularly when incorporating the Elbro free-volume combinatorial correction in the COSMO-RS calculations. As part of this study, the FSP fitting algorithm was modified to obtain the PSPs for PCL in terms of the intrinsic viscosity data, thereby, presenting a promising new way to calculate the PSPs of polymers from empirical solubility and solvent affinity data.

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Analytical framework for student-generated drawings

Cited by 43 publications

References 21 publications

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating ‘performative’ visual displays

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Solubility parameters and solvent affinities for polycaprolactone: A comparison of methods

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