Planning and Evaluating Science Video Programs Using Communication Science

Cone, Joseph; Winters, Kirsten M.

doi:10.4148/1051-0834.1131

Cited by 2 publications

(3 citation statements)

References 15 publications

(17 reference statements)

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“…Additionally, Cone et al . reported that a communication was developed and evaluated using the MMARC, but referred to details within another paper submitted for publication and not available for review at the time of these searches (Cone and Winters) . No additional papers were found after reviewing reference lists (see Table ) of the 12 papers that met the inclusion criteria, supporting our contention that the current search approach was a satisfactory first step.…”

Section: Resultsmentioning

confidence: 62%

Evaluating the Mental Models Approach to Developing a Risk Communication: A Scoping Review of the Evidence

et al. 2017

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Risk communication is fundamental in ensuring people are equipped with the knowledge needed to navigate varied risks. One generally well-regarded framework for the development of such communications is the mental models approach to risk communication (MMARC). Developed during the 1990s, the MMARC has been applied to a range of health, technological, and environmental risks. However, as yet, we know of no attempt to collate and review articles that evaluated communications developed using the MMARC. This article took a first step at addressing this gap by conducting a scoping review that aimed to begin to explore the fidelity with which the approach has been applied, explore whether there appeared to be sufficient studies to warrant a future systematic review, and identify future research questions. Although the initial search found over 100 articles explicitly applying the MMARC, only 12 of these developed a risk-related communication that was tested against a control (and thus included in the current review). All studies reported a positive effect of the MMARC versus control communication for at least some of the outcome measures (knowledge being the most prevalent). However, there was wide variation between studies including type of control, outcomes assessed, and only five studies reported adopting a randomized design. The review highlights both the need for greater fidelity in the way future studies operationalize the MMARC approach, and suggests that a full-scale systematic review of the MMARC literature appears justified, especially given the possibility of a large gray literature in this area.

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Section: Resultsmentioning

confidence: 62%

Evaluating the Mental Models Approach to Developing a Risk Communication: A Scoping Review of the Evidence

et al. 2017

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“…Previous studies have also demonstrated that discussion by individual students or groups alone is not sufficient to establish an appropriate link between various representations, and teachers’ support is important and effective . Hence, we adopt the strategies of (i) providing problem scaffolding, (ii) decomposing the task step by step, and (iii) boosting group discussion to support the student-centered construction . See Table .…”

Section: Approach To Modeling Using Multiple Connected Representationsmentioning

confidence: 99%

“…Three students were randomly invited to participate in the postclass interview as the formative assessment (RQ1) and summative assessment (RQ2), 20–30 min per student. The interview mainly includes: (i) asking the student to describe his or her thinking process in the construction of mental models (mental models interviewing), forming a triangular mutual proof with the explicit model drawn on paper to improve the reliability of the study; (ii) letting students express the meaning of the symbolic representation he or she wrote on paper and examining whether the student is able to associate symbolic representation with other representations (macro and submicro); (iii) inviting the student to talk about his or her subjective feelings about the classes and evaluate the teaching.…”

Section: The Case Studymentioning

confidence: 99%

Modeling Using Multiple Connected Representations: An Approach to Solving Problems in Chemical Education

Ling,

Ye,

Cao

2024

J. Chem. Educ.

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Modeling and using multiple representations are regarded as useful methods for problem solving. However, models are usually demonstrated by teachers rather than actively constructed by students, and students find it hard to connect macro- and submicrorepresentations and comprehend the meaning conveyed by symbols. With the intention of coping with these issues, we propose the method of Modeling Using Multiple Connected Representations, and the key teaching process is delineated as follows: (1) perceive macroinformation; (2) deduce submicroinformation; (3) integrate macro- and submicroinformation into the mental model; (4) transform the mental model into explicit model; and (5) form the problem solution. A case study was carried out to integrate Modeling Using Multiple Connected Representations into the curriculum. The 10th grade students employed multiple connected representations to accomplish the modeling activities of the series electrolytic cell and transferred the case to a new context to solve problems. Students’ handouts, class observations, tests, and interviews were used for data collection. In this preliminary case study, observations show that students were engaged in the Modeling Using Multiple Connected Representations approach, and data suggest that modeling may aide students in problem solving. Further study appears warranted to examine how student engagement using this approach supports success in problem solving.

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Planning and Evaluating Science Video Programs Using Communication Science

Cited by 2 publications

References 15 publications

Evaluating the Mental Models Approach to Developing a Risk Communication: A Scoping Review of the Evidence

Evaluating the Mental Models Approach to Developing a Risk Communication: A Scoping Review of the Evidence

Modeling Using Multiple Connected Representations: An Approach to Solving Problems in Chemical Education

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