Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’

Mansour, Nasser; Wegerif, Rupert; Skinner, Nigel; Postlethwaite, Keith; Hetherington, Lindsay

doi:10.1007/s11165-015-9475-9

Cited by 12 publications

(2 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conceptual change has been one of the major goals in science education, with many studies attempting to further our understanding of conceptual change (eg, Mansour, Wegerif, Skinner, Postlethwaite, & Hetherington, ). One of the most common ways to achieve conceptual change has been through conceptual conflicts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Chiu¹,

Liaw²,

Yu³

et al. 2017

Brit J Educational Tech

View full text Add to dashboard Cite

Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Chiu¹,

Liaw²,

Yu³

et al. 2017

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Conceptual change has become one of the main goals in science education, with many studies seeking to advance our understanding of conceptual change (Mansour et al, 2016). Potvin et al, (2015) that learning scientific concepts is not always the result of knowledge that accumulates information.…”

Section: Product Practicalitymentioning

confidence: 99%

Development of a quizmaker ispring approach assessment instrument to measure understanding of student concepts

Mayuri¹,

Aswirna²,

Hurriyah³

2022

jipi

View full text Add to dashboard Cite

The purpose of this study is to produce a valid, practical and effective Ispring Quizmaker Application Assisted Instrument. The development model of the assessment instrument used is the Plomp model which includes three stages of development, namely: preliminary research (preliminary research), the development phase or prototype (development of prototypephase), and the assessment phase (Assessment phase). The results of the study have produced a valid, practical and effective Ispring Quizmaker application-assisted assessment instrument. The instrument is valid both in terms of material, construction, media and language with an average value of 78.76% with a very valid category. The practicality of the media has an average value of 92.06% with a very practical category, while for the effectiveness of understanding physics concepts based on questions per item of indicators understanding the concept of 65, 11% with the effective category.

show abstract

Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science

Mansour

2024

Educ Inf Technol

View full text Add to dashboard Cite

The existing literature lacks a precise understanding of how online facilitation and dialogic discussions can positively impact students’ comprehension of the Nature of Science (NoS). This study delves into the experiences of students and facilitators engaged in synchronous and asynchronous online dialogic discussions and e-facilitation to enhance our understanding of NoS. An innovative experiment employed a digital dialogue game to engage postgraduate students in a Postgraduate Certificate in Education (PGCE) secondary science course. The participants included sixty-five PGCE science students and three lecturers specializing in different science disciplines (Physics, Chemistry, and Biology). Qualitative data collection methods and analysis, including transcripts of online discussions about NoS topics, were followed by critical event recall interviews to identify specific online dialogue events that significantly contributed to the comprehension of NoS. The findings contribute significantly to comprehending students’ processes in grasping complex and debatable topics such as Nature of Science (NoS) within online dialogic discussions supported by e-facilitation. They emphasize the importance of establishing an open and expansive dialogic space, with a focus on the crucial roles of e-facilitators. The results also highlight a tension between active and passive roles in both synchronous and asynchronous online discussions. Additionally, the study sheds light on the influence of space, time, and texts in understanding NoS through e-facilitated online dialogic discussions. Notably, the research emphasizes the live chat room’s significance within Interloc, accentuating its role as a social space fostering a sense of community and a safe environment for inquiry in online dialogue which supported understanding NoS.

show abstract

Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’

Cited by 12 publications

References 30 publications

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Development of a quizmaker ispring approach assessment instrument to measure understanding of student concepts

Students’ and facilitators’ experiences with synchronous and asynchronous online dialogic discussions and e-facilitation in understanding the Nature of Science

Contact Info

Product

Resources

About