Multimedia in Science Teaching: Pedagogy Designs and Research Options in the Portuguese Education Between 2010-2014

The I SEA Project: Digital Publications

“…In fact, while the activities of Planetarium become more school -like (at least in the workshops), it seems that Expolab tries to make them more informal, intensifying the difference towards school. The discourse about science communication suggests the prevalence of the deficit and contextual models [8], which corroborates other studies and seems to reflect other centers perspectives as well [6,9]. The contemporaneity of the deep seas is considered both a compelling and intriguing phenomenon, about which little information is currently disclosed.…”

“…Nowadays, it usually corresponds to digital information conveyed in more than one form, combining the elements of the multimedia array in a multiplicity of solutions. Because of the horizons multimedia opens, it has attracted scholars to study its relation with education [7], science education [8], and science communication [9]. Virtual reality is the ultimate type of multimedia system, although it is possible to locate its origins around the decade of 1960, with the multi-sensorial simulator Sensorama or with the Ultimate Display [10].…”

“…According to this definition, science communication is the use of skills, media, activities, and dialogue to produce one or more personal responses to science -awareness, enjoyment, interest, opinions, and understanding [7]. The approaches for putting science communication into practice are varied, generally following stablished models of science communication that range from those favoring unidirectional communication to those which rely on bidirectional communication ( Fig.1) [8]. The deficit model assumes the existence of a deficit of knowledge about science within the public and full knowledge of it within scientists, therefore favoring communication from science experts to laypeople.…”

“…Also, the model recognizes that the public might have local or lay knowledge of science within themselves, adding real-world, personal or policy significance to scientific knowledge. Finally, the public participation model emerged as a way of enhancing public engagement with scientific and technological issues, driven by the goal of democratizing science, either by giving some of its' control to public groups, or merely by stimulating dialogue between the public and science experts [8]. In the CVC, there has been identified a predominance of the contextual and deficit models, but also some signs of approximation to the public participation model [6,9].…”

“…By joining virtual reality with educational games, it is possible to address the lack of engagement that a museum may suffer from, providing users with a rich experience that focuses on the content knowledge that the museum has to share. If users can learn inside a VR experience, they can also be evaluated using that same medium, without the need for outside evaluation systems [8] [3]. A system that evaluates what the user learned and what they missed throughout the game could be used to conclude the amount of information provided to the user.…”