Using the Understanding Science Flowchart to Illustrate and Bring Students' Science Stories to Life

Arlidge, Susan Marie; Thanukos, Anastasia; Bean, Jessica R.

doi:10.1002/bes2.1330

Cited by 5 publications

(5 citation statements)

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“…1). Flow charts have been used in scientific endeavors, including their use in facilitating the process of science investigations [12] and in identifying the activities required to execute a process [13]. Therefore, flow charts are an effective means of visualizing formulated steps and translating them into a process.…”

Section: Resultsmentioning

confidence: 99%

Designing Experiments on Chemical Kinetics using Common Household Materials: Perspectives of STEM High School Teachers

Sanchez

2023

EJSMT

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Due to remote learning, chemistry laboratory experiments have been difficult to implement. With this, the study explored the design of experiments on chemical kinetics that can be conducted at home. Seven STEM high school teachers participated in the study and underwent the process of designing the aforementioned experiments. Their experiences showed that they consider material availability in formulating the at-home activities. The design of their experiments underwent several processes: (1) making the flowchart, (2) conducting the pilot test, (3) illustrating the interactions in the particulate level, (4) writing corresponding chemical equations, (5) answering the experiment goal, and (6) finalizing the lab worksheet. In conclusion, high school teachers can design experiments on chemical kinetics and be trained for the macro-micro-symbolic understanding of chemical phenomena and the thorough design process ensures the possibility of implementing these home-based experiments to the students in remote learning. Training on home-based experiment design and development is recommended for schools in the Philippines.

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Section: Resultsmentioning

confidence: 99%

Designing Experiments on Chemical Kinetics using Common Household Materials: Perspectives of STEM High School Teachers

Sanchez

2023

EJSMT

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“…Mais importante, fazer conexões entre variáveis melhora sua capacidade de visualizar o "Quadro geral" de sua pesquisa, o que pode afetar seu experimento, análise estatística e revisão da literatura. Na verdade, Arlidge et al (2017) argumentam que fluxogramas facilitam a construção de narrativas, melhorando: i) a definição de múltiplas hipóteses, ii) coleta, interpretação e disseminação de dados e iii) a comunicação do conteúdo do estudo. Você também pode ler os livros de Magnusson et al (2004) para entender mais como usar fluxogramas para auxiliar análises estatísticas e Ford (2000) que recomenda o uso de uma abordagem analítica para fomentar o desenvolvimento da pesquisa.…”

Section: Fluxograma: Conectando Variáveis Para Melhorar O Desenho Exp...unclassified

Análises ecológicas no R

Silva¹,

Gonçalves‐Souza²,

Paterno³

et al. 2022

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O livro Análises Ecológicas no R é uma contribuição para o contínuo avanço do ensino de métodos computacionais, com um foco específico em análise de dados ecológicos através da linguagem R. O livro descreve como os códigos devem ser consequências das perguntas que a pesquisa pretende responder. Essa visão tem como consequência um livro que do começo ao fim conecta teoria ecológica, métodos científicos, análises quantitativas e programação. Isso é feito de modo explícito através de exemplos claros e didáticos que apresentam contexto e dados reais, um ou mais exemplos de perguntas que poderiam ser feitas, predições relacionadas às perguntas e a teoria em questão, além das variáveis que poderiam ser utilizadas nas análises. O texto que descreve essas partes é intercalado com pedaços organizados e claros de código e gráficos, o que torna a leitura dos capítulos bastante fluida e dinâmica, principalmente para quem gosta de executar os códigos no seu computador conforme lê os capítulos. É como uma aula prática guiada.

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“…Using this active conceptualization of science learning, stories can be viewed as an effective learning tool. One reason is that some have argued that science can be viewed as a story (Allchin, 2003;Arlidge, Thanukos, & Bean, 2017;Ogborn, Kress, Martins, & McGillicuddy, 1996;Thanukos, Scotchmoor, Caldwell, & Lindberg, 2010). First, when trying to make sense of and explain a scientific phenomenon, there is an attempt to organize and find coherence in the "agents," settings, and events.…”

Section: Stories and Stem Learningmentioning

confidence: 99%

“…Through providing this coherence, how one makes meaning of the process resembles a story (Ogborn, Kress, Martins, & McGillicuddy, 1996). Second, science is a human endeavor and finding coherence in one's own experience and journey engaging in scientific processes, is a story (Arlidge, Thanukos, & Bean, 2017). This view of science investigation as a story requires understanding important aspects of the nature of science including viewing science as a human and social endeavor that requires creativity; that it involves the use of multiple methodologies; and that scientific knowledge is tentative and open to revision (Arlidge et al, 2017).…”

Section: Stories and Stem Learningmentioning

confidence: 99%

“…Building on this dynamic and iterative perspective of scientific investigation as a story, and in direct contrast to the canonical, linear, and abstracted view of doing science, researchers at the University of California, Berkeley, have designed educational materials to convey to learners "how science really works." The flowchart (see Figure 1) they designed to depict this process provides the structure for creating a story of the lived experience of doing science (Arlidge et al, 2017). This model of doing science combats the assumptions that often lead to misconceptions of the nature of science.…”

Section: Stories and Stem Learningmentioning

confidence: 99%

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STEM Learning Through a Web of Stories and Storytelling

Siegel¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Researchers have been exploring ways to use storytelling to support non-experts in science learning. They suggest that stories and storytelling, in contrast to the typical logical approach used with scientific thinking, tend to be more relatable and engaging to non-expert audiences and, in turn, increase understanding (Conle, 2003;Dahlstrom, 2014). Building on this research, in our qualitative study we designed a STEM family workshop series for families with children ages 8-10. Each workshop encompassed aspects of STEM and inquiry-based activities and were co-facilitated by expert(s), museum practitioner(s), and librarian(s). The types of stories that were interwoven included expert personal experiences and the view of science as a story. Family storytelling activities included creative writing, a mock science conference, and the series culmination with the families developing, sharing, and publishing their own book based on their experiences in the series. To examine how different forms of stories and storytelling worked synergistically to engage families and support connecting to their own experiences and scientific sensemaking (Luce et al., 2017;Ochs et al., 1992), we observed family interactions throughout the workshops and conducted phone interviews with families after each workshop.We found that the different forms of stories, storytelling, and writing built off of each other and with inquiry-based activities, impacting families in varying ways supporting both scientific sensemaking and making connections to themselves. Through our project we are clarifying the ways in which different forms of stories and storytelling can be combined to support family STEM learning in informal learning experiences.

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Using the Understanding Science Flowchart to Illustrate and Bring Students' Science Stories to Life

Cited by 5 publications

References 5 publications

Designing Experiments on Chemical Kinetics using Common Household Materials: Perspectives of STEM High School Teachers

Designing Experiments on Chemical Kinetics using Common Household Materials: Perspectives of STEM High School Teachers

Análises ecológicas no R

STEM Learning Through a Web of Stories and Storytelling

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