Educational Design Framework for a Web-Based Interface to Visualise Authentic Cosmological “Big Data” in High School

Salimpour, Saeed; Fitzgerald, Michael T.; Tytler, Russell; Eriksson, Urban

doi:10.1007/s10956-021-09915-2

Cited by 6 publications

(3 citation statements)

References 75 publications

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“…Implementation of proven but not yet commonly used approaches to teaching might help university students and preservice teachers to get a more refined understanding of these topics. There have been several approaches that showed a lot of promise in this regard, such as using games and plays [38] or real data [39][40][41] to improve learning. On the other hand, our study uncovers underdeveloped conceptions among some of the preservice physics teachers regarding theories in the context of astronomy.…”

Section: Discussionmentioning

confidence: 99%

From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science

Hennig,

Lipps,

Ubben

et al. 2023

Education Sciences

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This article reports the findings of a qualitative study that aimed to explore the ideas of 22 preservice physics teachers regarding astronomy concepts both within and beyond the solar system, as well as their understanding of the Nature of Science in the context of astronomy. The study employed a combination of open-ended vignette tasks and ranking tasks, which were adapted from previous research. The results reveal that while the majority of the preservice teachers held appropriate conceptions of astronomy concepts, some of their ideas lacked depth and were superficial. Moreover, their understanding of the Nature of Science in the context of astronomy was found to be limited. This study highlights the importance of providing further education and training in this area, as well as the need to develop and test effective teaching strategies to enhance preservice teachers’ and physics education students’ understanding of astronomy concepts and the Nature of Science.

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Section: Discussionmentioning

confidence: 99%

From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science

Hennig,

Lipps,

Ubben

et al. 2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…This process leads to controversies in educational science that require changes in approaches to teaching literacy. For example, the main points are highlighted in the works by Guilford [1], Blake [2], Chun et al [3], Jiang [4], Pantaleo [5], Cohn [6], Grogan [7], Applebee et al [8], and Salimpour et al [9]. The presentation of the statements of the mentioned scientists makes it possible to trace the basic trends in modern research.…”

mentioning

confidence: 99%

“…Moreover, the experimental data relate to female students and their academic writing skills. Salimpur et al [9] address the new opportunities for integrating science, higher education, and schooling based on new data visualization technologies. The use of specialized web interfaces provides the opportunity to read scientific data in a new way.…”

mentioning

confidence: 99%

The Importance of Multimodality in Modern Strategies for Teaching Reading and Writing

Куликов

2023

Pedagogical Review

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В этой статье автор предлагает интерпретацию ключевых суждений, выдвинутых современными учеными о чтении и письме с точки зрения мультимодальных способов преподавания. Мультимодальность в целом соответствует отображению в тексте более одного способа выражения смысла сообщений. В частности, запись слов в виде графем может сочетаться с визуальными образами в качестве вариантов передачи значения понятий. Автор выделяет две противоречивые тенденции в развитии вопросов относительно мультимодальности в науке и образовании. С одной стороны, мультимодальность раскрывает разнообразие способов своего представления и проникновения в различные области знаний и навыков. С другой стороны, в арсенале современных исследователей отсутствуют методологические средства, обеспечивающие однозначное прочтение и описание самого этого явления. Следовательно, затрудняется его освоение и применение в образовательной практике. Автор данной статьи раскрывает природу мультимодального подхода к обучению чтению и письму в сугубо теоретических аспектах. В этом отношении реализация возможностей педагогической рефлексии помогает найти ответ на вопрос, исчерпали ли традиционные характеристики мономодального образования свои возможности в современных условиях. Сравнительный анализ выступает основным методом исследования, которое состоит из двух разделов. Первый раздел исследования посвящен вопросу о трансформациях чтения в эпоху цифровых технологий. Рассмотрение автором трансформаций чтения помогает выдвинуть вопрос о семиотических источниках и формах познания. Обсуждение этого вопроса обеспечивает аутентичность написания текстов в школах и университетах, а также применение данных методик в ходе составлении первых научных текстов. Второй раздел исследования посвящен вопросу об ограничениях мультимодальных способов обучения письму в современном образовании. Проведенные изыскания помогают выявить критические моменты мультимодального варианта составления текстов как сообщений в цифровой среде. В данном случае исследование показывает, что возможности традиционных видов образования все еще не исчерпаны. Эти виды образования обеспечивают развитие навыков, связанных с фундаментальными знаниями, что помогает экономить время учащихся при выполнении письменных заданий. В целом, автор приходит к выводу о сохраняющейся актуальности возможностей традиционных видов образования в эпоху цифровых технологий. Более того, варианты традиционного образования востребованы на последних этапах обучения. Поэтому необходимо сочетать инновационные и традиционные подходы к обучению, поскольку только эта процедура помогает и повысить эффективность начальных этапов обучения, и снизить нагрузку студентов на завершающих этапах обучения, в особенности при подготовке выпускных квалифицированных работ. In this article, the author proposes to interpret the main judgments of modern scholars about reading and writing from the point of view of multimodal teaching methods. Multimodality generally means that more than one way of representing the meaning of messages is expressed in the text. In particular, recording words as graphemes can be combined with visual images to convey the meaning of concepts. The author outlines two controversial trends in the development of the topic of multimodality in science and education. On the one hand, multimodality shows various ways of representation and dissemination in different fields of knowledge and skills. On the other hand, there are no methodological tools in the arsenal of modern researchers that allow a clear reading and description of this phenomenon. Consequently, it is challenging to master and apply a multimodal approach in educational practice. The author of this article examines the theoretical aspects of the multimodal approach in education. The main method of research is comparative analysis. In this context, implementing pedagogical reflection helps answer the question: ‘Have the possibilities of conventional forms of teaching been exhausted?’ The presentation of the research results consists of two sections. The first research section is devoted to the transformation of reading in the digital age. The author’s reflections on the transformations of reading contribute to raising the question of semiotic sources and forms of knowledge. The discussion of this question ensures the authenticity of writing texts in schools and universities and the use of these techniques in writing scientific papers. The second part of the research is devoted to the limits of multimodal methods of teaching writing in modern education. The research helps discover the critical points of the multimodal variant of writing texts as messages in the digital environment. In this case, the research shows that the possibilities of conventional forms of teaching have not been exhausted yet. Conventional forms of teaching ensure the development of skills related to basic knowledge. They can save students time in completing their tasks. In general, the author states that the possibilities of conventional forms of instruction are still relevant in the digital age. Moreover, the possibilities of conventional teaching are in demand in the final stages of study. Therefore, it is necessary to combine innovative and conventional teaching approaches because only in this way it is possible to increase the effectiveness of the initial stages of education and reduce the burden on students at the stage of preparation of final papers.

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Examining How Students Code with Socioscientific Data to Tell Stories About Climate Change

et al. 2023

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Educational Design Framework for a Web-Based Interface to Visualise Authentic Cosmological “Big Data” in High School

Cited by 6 publications

References 75 publications

From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science

From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science

The Importance of Multimodality in Modern Strategies for Teaching Reading and Writing

Examining How Students Code with Socioscientific Data to Tell Stories About Climate Change

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