Knowing More than Words Can Say: Using multimodal assessment tools to excavate and construct knowledge about wolves

O'Byrne, Barbara

doi:10.1080/09500690701730479

Cited by 15 publications

(7 citation statements)

References 17 publications

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“…Additionally, the comparison and assessment of pre-and post-visit drawings allowed an insight into the learning process that occurred as a result of the visit, and the improvements in the representation of the marine environment, in particular the animals in that environment, suggest that the learning was a step-wise process, which was proximal to the prior knowledge held by students (O'Byrne, 2009) and enhanced by the informal nature of the setting which promoted shared talk to allow co-constructed knowledge.…”

Section: Resultsmentioning

confidence: 98%

“…In keeping with many children from this school, a mermaid was shown, while there was a complete absence of fish. The inclusion of an imaginary marine creature in the pre-visit drawing is similar to the representation of wolves in preteaching drawings and indicates the sources of prior learning (O'Byrne, 2009). In the post-visit drawing, the mermaid was absent and the palette used was more appropriate to the local marine environment (brown/beige).…”

Section: Educational Research and Evaluation 271mentioning

confidence: 96%

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Assessing informal learning in an aquarium using pre- and post-visit drawings

Cainey

Bowker

Humphrey³

et al. 2012

Educational Research and Evaluation

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This article discusses learning that occurred during primary school visits to the UK National Marine Aquarium (Aquarium). Before visiting, children were asked to independently create a drawing of marine life off the Devon coast and a drawing of tropical reef marine life, allowing an assessment of prior knowledge. Post-visit, children created another drawing, with changes between the drawings indicating the degree of learning. Visiting children participated in the Aquarium's guided learning programmes, and children were observed to assess engagement and the contribution of provided information to post-visit drawings. Pre-visit drawings showed limited knowledge of local underwater habitats and less knowledge of tropical reef habitats. However, the comparison of post-visit drawings to pre-visit drawings showed that significant informal learning had occurred as a result of participating in a guided visit, demonstrating that the informal science programme at the Aquarium achieves the goal of enhancing knowledge and understanding of marine habitats.

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Section: Resultsmentioning

confidence: 98%

Section: Educational Research and Evaluation 271mentioning

confidence: 96%

Assessing informal learning in an aquarium using pre- and post-visit drawings

Cainey

Bowker

Humphrey³

et al. 2012

Educational Research and Evaluation

View full text Add to dashboard Cite

show abstract

“…To understand why DSPs have such potential, we might look to the research on representations in science education. A strong link between disciplinary understanding, epistemology and communication skills at all levels of education is identifiable in this literature, e.g., [15][16][17][18][19][20][21][22][23]. That is, a range of studies show that in working with language and other representations, students develop communication skills, improve conceptual understanding and are likely to gain a more sophisticated understanding of the nature and structure of scientific knowledge.…”

Section: Introductionmentioning

confidence: 89%

“…These benefits have been found at all educational stages. For instance, a study on primary aged students shows that the use of a multimodal task as an assessment improved expression, encouraged refinement of thinking and developed knowledge about the topic [20]. When ninth graders were asked to explain the 'work-energy' concept using a range of representations, students gained both quantitative understanding and greater epistemological awareness [22].…”

Section: Introductionmentioning

confidence: 99%

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

Georgiou

2020

Education Sciences

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New assessment types that include multimodal and digital elements are increasingly being used to assess university students’ ‘soft skills’ such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new digital assessments in science. Using semantic density, a concept from the framework of Legitimation Code Theory (LCT) that conceptualises complexity, we consider how to characterise learners’ communication of complex science in the digital products. Results show that successful products ‘negotiate’ complexity in distinct ways and that language and image work together in the products to build meaning. This approach is a ‘first step’ in characterising discipline-based communication skills through the development of a preliminary conceptual framework that will inform pedagogies and assessment practices surrounding student-generated digital products, in an effort to improve outcomes for science students.

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“…Additionally, several studies of educational practices with social media focus on online classrooms (e.g., Blaschke, 2014;Conole and Dyke, 2004;Dabbagh and Kitsantas, 2012) or higher education classrooms (e.g., Moran et al, 2011;Okoro et al, 2012). Other scholars conducting empirical studies focused on social media use in education examined the products created (e.g., Hull and Nelson, 2005;Lee, 2007) and the expressed identities that can be seen in these products (e.g., Halverson, 2009;Hughes and Morrison, 2014;Zammit, 2011), while still others focused on teacher/professor attitudes about social media in the classroom (e.g., Mao, 2014;Vie, 2015) or assessment (e.g., O'Byrne, 2009;Unsworth and Chan, 2009).…”

Section: Social Media In the Classroommentioning

confidence: 99%

A critical review of the literature of social media’s affordances in the classroom

Stewart

2015

E-Learning and Digital Media

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Even though the use of social media in education is a now widely-studied topic, there still does not seem to be a consensus for what social media may afford students or how best to use them in the classroom. In this critical review of current literature, I discuss some of the most prominent qualitative studies that explore the use of social media in the classroom. I consider some of the affordances that these scholars assert social media can offer in the classroom, in particular the affordances of authoring to a wider, interactive audience and potentials for improved learning and literacy practices. I then address contemporary scholars' findings for incorporating social media into the classroom as well as the limitations for social media in education. I conclude with a discussion of potential steps for future research.

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Knowing More than Words Can Say: Using multimodal assessment tools to excavate and construct knowledge about wolves

Cited by 15 publications

References 17 publications

Assessing informal learning in an aquarium using pre- and post-visit drawings

Assessing informal learning in an aquarium using pre- and post-visit drawings

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

A critical review of the literature of social media’s affordances in the classroom

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