“…Mayer and Moreno ( 2002 ) rules were taken into consideration, in order to construct all the necessary digital material and efforts were made to refer to real-life situations (e.g. wasp bites, stomach disturbances, everyday materials) so that the new knowledge would be meaningful to students (Herranen et al, 2019 ; Childs et al, 2015 ; Broman et al, 2018 ; Bulte et al, 2006 ). Fig.…”
Section: Research Design and Toolsmentioning
confidence: 99%
“…This worksheet followed inquiry learning phases with a number of relevant sub processes (Pedaste et al, 2015 ) that could help teachers and students to monitor the learning process (De Jong, 2019 ). This type of learning was selected, since it is a part of science curricula worldwide (Herranen, 2019 ) and results of this research could be comparable between various educational systems. Additionally, research data have shown that the combination of POE and inquiry was very successful in providing meaningful experience through experimentation with physical manipulation and/or virtual manipulation (Zacharia et al, 2008 ), and therefore, it was exploited in this research.…”
A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre-to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.
“…Mayer and Moreno ( 2002 ) rules were taken into consideration, in order to construct all the necessary digital material and efforts were made to refer to real-life situations (e.g. wasp bites, stomach disturbances, everyday materials) so that the new knowledge would be meaningful to students (Herranen et al, 2019 ; Childs et al, 2015 ; Broman et al, 2018 ; Bulte et al, 2006 ). Fig.…”
Section: Research Design and Toolsmentioning
confidence: 99%
“…This worksheet followed inquiry learning phases with a number of relevant sub processes (Pedaste et al, 2015 ) that could help teachers and students to monitor the learning process (De Jong, 2019 ). This type of learning was selected, since it is a part of science curricula worldwide (Herranen, 2019 ) and results of this research could be comparable between various educational systems. Additionally, research data have shown that the combination of POE and inquiry was very successful in providing meaningful experience through experimentation with physical manipulation and/or virtual manipulation (Zacharia et al, 2008 ), and therefore, it was exploited in this research.…”
A study with K-9 Greek students was conducted in order to evaluate how the declarative knowledge acquisition was affected by incorporating Arduino experiments in secondary Chemistry Education. A Digital Application (DA) that blends the use of the Arduino sensors' experiments with digital educational material, including Virtual Labs (VLs), was constructed from scratch to be used through the Interactive Board (IB) as a learning tool by three different student groups (N = 154). In the first stage of the learning process, all groups used only the digital material of the DA. In the second stage, the three groups used different learning tools of the DA. Through the IB, the first group used Arduino experiments, the second one the VLs, and the third only static visualizations. A pre-to post-test statistical analysis demonstrated that the first two groups were equivalent in regard to achievement in declarative knowledge tests and of a higher level than the third group. Therefore, it can be concluded that conducting Arduino experiments in a mixed virtual-physical environment results in equivalent learning gains in declarative knowledge as those attained by using VL experimentation through the IB.
“…Thirdly, many SSIs are not well suited for first-hand inquiry where students gather evidence themselves to produce data, warrants and claims to feed into a discussion. Students cannot experiment with their own health in a nutrition-related SSI, whilst genetically modified organisms (GMO), climate change and wildlife preservation are usually too complex for students to engage in first-hand explorations 7 (see however, for example Fooladi (2013Fooladi ( , 2020, Herranen et al (2019) and Mata (2013) for some exceptions that still fall within Sadler_s (2009) definition of SSIs).…”
Section: Drawing the Models Together To Apply To A Socio-scientific Imentioning
confidence: 99%
“…Exceptions do exist that fall withinSadler's (2004) definition of SSIs; see, for example,Fooladi (2013Fooladi ( , 2020,Herranen et al (2019) andMata (2013).8 The latter has, however, been suggested and is under current debate (see e.g Chappell and Singer, 2020,. and replies to this).…”
The fields of science education and science communication are said to have developed as disparate fields of research and practice, operating based on somewhat different logics and premises about their audiences. As the two fields share many of the same goals, arguments have been made for a rapprochement between the two. Drawing inspiration from a historical debate between the scholars John Dewey and Walter Lippmann, the present article is a case-oriented theoretical contribution applying models from science education and science communication in relation to a current socio-scientific issue (SSI), the COVID-19 pandemic. The main question of interest is how selected didactic (didaktik) models from science education and science communication can contribute to shed light on the present situation of an ongoing pandemic specifically and socio-scientific issues in general. Three models are synthesised to give a new composite model that may help communicators and educators understand, discuss, and analyse complex socio-scientific issues. The model is subsequently applied on the apparently contradictory issue of Norwegian and Swedish governments’ very different responses to the pandemic, despite grounding their decisions on largely the same scientific evidence and advice. Contrast is made by comparison with another SSI, anthropogenic global warming (AGW). It is argued that the exchange and combination of didactic models from the two fields may open new spaces for cross-pollination and cross-fertilisation to the mutual benefit of both science education and science communication.
“…As pesquisas indicam que processos de aprendizagem de base construtivista devem ser situados em contextos físicos, sociais e intelectuais relevantes (ASOKO et al, 1999;MORTIMER, 1996). O contexto é entendido com ênfase em aspectos sociais, culturais ou comportamentais, em configurações que requerem um conhecimento específico, tornando os conceitos e práticas a serem aprendidas mais relevantes aos estudantes (HERRANEN et al, 2019). Na SDI, o tópico foi contextualizado no cotidiano prático dos estudantes, a partir dos alimentos de supermercado, enfatizando a presença dos transgênicos no dia-a-dia, considerando o princípio i. Para a segunda atividade, a intenção do uso da narrativa fictícia do fazendeiro foi a tentativa de contextualizar os dados em uma situação vivenciada por outro sujeito -o fazendeiro (princípio ff).…”
Agradeço à minha orientadora, Daniela Lopes Scarpa, pela parceria e pelo cuidado na supervisão deste trabalho, pelo olhar empático e pelas oportunidades de engajamento e longas reflexões sobre a escola, a docência e a vida acadêmica.Aos membros do BioIn, desde 2014, pela parceria e discussões enriquecedoras de nossas manhãs de terça-feira. Em especial à Nathália Helena Azevedo, Renata Orofino, Lucas Vechiatto, Úrsula Lovaglio e Isabela Castro pela companhia e trocas de ideias animadas regadas a chazinhos, café e comidinhas na salinha. À Prof.ª Dr.ª Rosana Louro Ferreira Silva e à Prof.ª Dr.ª Maíra Batistoni e Silva pelas valiosas contribuições no exame de qualificação deste trabalho.Aos estudantes e equipe de ESEB que cederam seus dados para esta pesquisa.Aos meus colegas do PIEC, da representação discente e parceiros das várias atividades desenvolvidas pela pós-graduação por fortalecerem o espírito de coletividade que sustenta o engajamento na construção do bem comum.Aos membros da CPGI e ao secretário Thomas pelo trabalho conjunto e suporte político e administrativo durante minha gestão na representação discente e participação em comissões.
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