Situated Expertise in Integrating Use of Multimedia Simulation into Secondary Science Teaching

Hennessy, Sara; Deaney, Rosemary; Ruthven, Kenneth

doi:10.1080/09500690500404656

Cited by 76 publications

(50 citation statements)

References 34 publications

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“…When an animation simulates real processes which include, for instance, motion, it allows learners to execute "virtual experiments" that would be costly, dangerous, or otherwise not feasible in a school laboratory. The idealization of complex laboratory experiments, as it appears in simulations, is helpful in reducing error and focusing attention on particular abstract concepts, or isolating variables that are normally combined (Hennessy et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

Yarden

2009

Res Sci Educ

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The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images (n=83) or the animation (n=90). A significant advantage to the animation treatment was identified following learning. Students' prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students' discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.

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Section: Introductionmentioning

confidence: 99%

Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

Yarden

2009

Res Sci Educ

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“…Hennessy et al (2006), in their study of integrating the use of multimedia simulation in secondary science in the UK, examined the affordances for learning and found that although there were some generic principles, 'teachers integrated the use of technology and structured activity in markedly different ways, to support diverse pedagogical approaches and communication styles ' (p. 724). A New Zealand study (Otrel-Cass et al, 2011) investigated using Information Communication Technologies (ICT), including video for instruction in primary level science classrooms.…”

Section: Introductionmentioning

confidence: 99%

Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video

Higgins

Moeed

Eden

2018

Asia Pac. Sci. Educ.

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Abstract"Doing" science in the form of practical work is one pedagogical approach to learning science alongside others such as talking science, writing science, reading science and representing science. However, scientific ideas cannot always be illustrated through practical work or field trips, therefore, different kinds of activities are needed to represent these ideas. This study focused on the power of cogenerative dialogues for teachers to learn about their students and their video preferences for learning science in a secondary science classroom. The analysis of the use of video as a mediating artefact drew on an interpretive approach framed as authentic participant-centered inquiry and employed multiple theoretical frameworks to generate perspectives on the affordances and constraints of learning from video. Through a cogenerative dialogue intervention we found that video could afford the learning of scientific ideas, however, some videographic features were distracting to students and constrained their learning. We argue that video clips as cultural artefacts are inscribed with emotion that structures students' opportunities to engage with scientific ideas. However, to accept the authoritative information presented in videos as facts uncritically was a missed opportunity to shape students' epistemological understanding that scientific knowledge is evidence-based and subject to critique. The implications for designing pedagogical approaches that encourage a critical stance to explore the ongoing social construction and communication of scientific ideas are discussed.

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“…This is a general trend in research on support for learning with simulations; most previous research has focused on the instructional support provided by the simulation itself (Rutten et al, 2012). However, the role of the teacher when using simulations in science education is a critical element in their successful implementation (Hennessy, Deaney, & Ruthven, 2006;Rutten et al, 2015;Smetana & Bell, 2012). It is still unknown what sort of guidance teachers can offer for learning science with simulations (Chang, 2013;Rutten et al, 2012;Smetana & Bell, 2012).…”

Section: Direct Presentation Of Informationmentioning

confidence: 99%

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

Lehtinen

Viiri

2016

J Sci Educ Technol

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Situated Expertise in Integrating Use of Multimedia Simulation into Secondary Science Teaching

Cited by 76 publications

References 34 publications

Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

Learning Using Dynamic and Static Visualizations: Students’ Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

Video as a mediating artefact of science learning: cogenerated views of what helps students learn from watching video

Guidance Provided by Teacher and Simulation for Inquiry-Based Learning: a Case Study

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