Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

Ruíz-Mallén, Isabel; Heras, María de la O Cortón de las; Berrens, Karla

doi:10.1080/02635143.2020.1763289

Cited by 13 publications

(5 citation statements)

References 53 publications

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“…Studies about plant awareness disparity were overly focused on quantitative measures of knowledge deficit and/or acquisition, neglecting the affective aspects of plant awareness and learning, which is a common problem in science education (Lee et al, 2015). This is an important limitation because the methods used to observe a phenomenon influence its outcomes (Ruiz‐Mallén et al, 2021). It is also plausible that the differing distributions of plant awareness characteristics across age groups shown in Table 5 were determined by what was measured rather than actual differences.…”

Section: Resultsmentioning

confidence: 99%

Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020)

Stagg

Dillon

2022

Plants People Planet

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Societal Impact Statement This research attempts to provide novel insights into plant awareness disparity (plant blindness), through a systematic and critical examination of the educational and ethnobiological literature. The low interest and awareness for plants is well documented in urban societies and has serious implications for biodiversity conservation and sustainable land‐use. This study is significant because it provides a comprehensive analysis of the characteristics of human‐plant relations in different societies, which does not currently exist in the academic literature. The findings suggest that people's plant awareness develops where they have frequent interactions with plants that have direct relevance to their lives. Summary The inattention to plants, known as ‘plant blindness’ or ‘plant awareness disparity’, is an established concern amongst biologists, but there has been no comprehensive and critical examination of the investigative literature to date. This study aims to address this, with a narrative review of experimental studies published in indexed journals from 1998 to 2020. Data were extracted using a suite of relevant search terms, characterised using key words and subjected to a thematic content analysis; 326 studies were shortlisted for review, with the majority in the subject areas of biological education, ethnobiology and biological conservation. The prevalent research methods were interviews and free‐listing exercises (ethnobiology) and questionnaires and tests (education). The most common characteristics of plant awareness disparity were a deficit of knowledge or identification skills, followed by an attention or memory advantage for animals compared to plants, preference for animals and low interest in plants. There was no concrete evidence of innate plant awareness disparity; instead, diminished experience of nature in urbanised societies appeared to be the cause. Virtually, all the 87 studies that found evidence of plant awareness disparity were undertaken in urban populations in high‐income countries. By contrast, there were 109 studies of extensive botanical knowledge based on rural communities dependent on biological resources, where individual expertise was found to be proportionate to the extent of wild plant collecting. We conclude that a decline in relevant experience with plants leads to a cyclical process of inattention that could be addressed through first‐hand experiences of edible and useful plants in local environments.

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Section: Resultsmentioning

confidence: 99%

Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020)

Stagg

Dillon

2022

Plants People Planet

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“…An analysis of the literature shows that researchers discuss the application of innovations in science education (Laudonia et al, 2018;Leeuwis, Aarts, 2016;Mestrinho, Cavadas, 2018;Ng et al, 2019). Scholars analyze the role of science teachers' self-efficacy in innovation (Dede et al, 2017); highlight the influence of communication on innovation of science education (Eilks et al, 2010); look for the implementation of responsible research and innovation (RRI) in science education (Bayram-Jacobs, 2015;Heras, Berrens, 2020;Ocada, 2016;Okada, Sherborne, 2018;Ruiz-Mallén et al, 2020); discuss science education and ICT innovation (Rusek et al, 2017); analyze innovative thinking of science teachers (Wisetsat, Nuangchalerm, 2019); and argue about innovative strategies in science teaching (Oyelekan et al, 2017). Analyzing the research findings on the application of innovations in the educational practice of science subjects, it has to be stated that researchers are more often interested in the external side of innovations -the application of innovations.…”

Section: Science Teachers' Innovative Work Activitymentioning

confidence: 99%

Innovative Work Activity of Science Teachers: the Pathway from New Ideas Generating to Sharing

2021

European Journal of Contemporary Education

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The study addresses the phenomenon of science teachers' innovative work activities referring to Rogers' Diffusion theory of innovation (RDI) based on four countries (Sweden, Norway, Lithuania, Italy) TIMSS 2015 data set. The countries were chosen according to different criteria: 1-years of teaching; 2 -gender; 3 -hours spent for professional development. According to RDI, the innovation process consists of five stages: Knowledge, Persuasion, Decision, Implementation, and Confirmation. Different innovative work activities occur at different stages of innovation process: to generate, to champion, to apply, to promote, and to share new ideas. The aim of the article is to reveal the internal structure of innovative work activity of science teachers, highlighting the associations of innovative work activities on each other. TIMSS 2015 the instrument for science teachers allowed carrying out empirical analysis of science teachers' innovative work activities. All variables of our interest in innovative work activities of science teachers were directly observable. Taking this into account a path analysis was used. According to the findings of the path analysis all innovative work activities of science teachers directly and positively influence each other. We argue that new idea generation activity of science teachers directly and indirectly influences new ideas sharing activity. The direct effect of new idea generating activity on new idea sharing activity is stronger than the indirect effect.

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“…There are four modeling methods in virtual reality: geometric modeling, motion modeling, physical modeling, and action modeling [19]. There are two methods of geometric modeling: manual and automatic.…”

Section: Digital Media Technology Modeling Based On Virtual Reality Tmentioning

confidence: 99%

Digital Media Technology Application Research Based on 5g Internet of Things Virtual Reality Technology as the Carrier

Zhang¹,

pu²,

Jiang³

2021

Preprint

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With the development of the 5G era, digital media technology has been widely used in many fields and industries. Virtual reality is the product of the application of digital media technology in the development process. At the level of the continuous development and progress of social science and technology, virtual reality technology as a high-tech and high-tech tool has gradually entered people's vision, penetrated into all aspects of people's lives, and exerted good results. This article mainly studies the application of digital media technology based on 5G Internet of Things virtual reality technology as the carrier. This article introduces virtual reality technology, Quick Time VR technology that can be used in digital media, Tilt Brush VR technology, Oculus Quill technology, and digital media technology. It builds a virtual reality-based 3D model and digital media Internet of Things architecture, and implements 5G Comparison of technology and traditional technology, the proportion of applications of 5G Internet of Things virtual reality technology and digital media technology in education, construction, industry and medical fields. The analysis results show that the 5G Internet of Things has higher visual immersion, the original bandwidth can reach 5Tbit/s, and the calculation time of a single hologram is less than 3ms; 5G technology and virtual reality technology are both used in the medical field the most, with applications accounting for up to 40%; Digital media technology is the most widely used in the construction field, reaching 60%. It can be seen from the research in this article that the application of digital media technology based on the virtual reality technology of 5G Internet of Things as the carrier has high practical value in reality.

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Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values

Cited by 13 publications

References 53 publications

Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020)

Plant awareness is linked to plant relevance: A review of educational and ethnobiological literature (1998–2020)

Innovative Work Activity of Science Teachers: the Pathway from New Ideas Generating to Sharing

Digital Media Technology Application Research Based on 5g Internet of Things Virtual Reality Technology as the Carrier

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