The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives

Zydney, Janet Mannheimer; Grincewicz, Amy M.

doi:10.1007/s10956-010-9264-1

Cited by 13 publications

(5 citation statements)

References 18 publications

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“…The use of computer-based multimedia influences knowledge and problem-solving abilities [66], [67] In line withSazali et al [68]who states that the problem-solving ability of students increases when using video media during learning. By using multimedia, students' visualization of events or phenomena presented by multimedia will be formed in the brain.…”

Section: Figure 3 Illustrations In Achieving Goalsmentioning

confidence: 60%

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

Komarudin

Mukhadis

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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There are three problems in teaching engineering, especially in the field of electricity, those are: (1) students are unable to read electricity wiring; (2) students do not understand the basic concepts of electricity; (3) students do not understand the basic concept of the relationship between the electrical components. The purpose of this article are: (1) to describe multimedia, especially interactive multimedia engine management systems, prior knowledge, problem-solving; (2) to describe the relationship between interactive multimedia and prior knowledge; (3) to describe the relationship between interactive multimedia and problem solving; and (4) to provide the concept of interactive multimedia engine management system. The collection of information in this article uses a literature review or library research. Problem-solving is an attempt to solve problems through high-level thinking (high order thinking). Prior knowledge is the initial knowledge students have when entering topics with the same background. The existence of interactive multimedia or multimedia has a positive impact on prior knowledge. Some interactive multimedia research has a positive impact on the ability of problem-solving.

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Section: Figure 3 Illustrations In Achieving Goalsmentioning

confidence: 60%

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

Komarudin

Mukhadis

2020

Jurnal Pendidikan Teknologi dan Kejuruan

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“…Previous studies have conceptualized several questioning protocols for various purposes, including promoting conceptual understanding, developing science process skills, and facilitating exam preparation (see Aflalo, 2021;Blonder et al, 2015;Tseng et al, 2015;Zydney & Grincewicz, 2011). While these protocols have been limited, promoting the creation of investigable questions can shift students' focus towards the learning process and promote active learning, despite requiring more effort.…”

Section: Research Backgroundmentioning

confidence: 99%

Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol

Dah

Noor

Kamarudin

et al. 2023

Asia-Pac. Sci. Educ.

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This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.

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“…than they are at supporting factual knowledge acquisition (Jacobson and Spiro 1995;Lima et al 2004;Li and Jonassen 1996) and can support learners' perspective-taking (Goeze et al 2014;Zottmann et al 2012;Zydney and Grincewicz 2011). In a recent study of 100 preservice teachers, hyperlinks to multiple perspectives had a positive impact on small group discussions around cases as well as an increase in perspective-taking (Goeze et al 2014).…”

Section: Hypermedia and Cognitive Flexibilitymentioning

confidence: 99%

“…Several scholars have used hypermedia to explore this theory (e.g., Jacobson and Archodidou 2000;Lima et al 2010;Spiro et al 1987;Swan 1994;Zydney and Grincewicz 2011). Because hypermedia is a medium that provides access to multiple perspectives and thematic representations of content, it has the potential to avoid reductive biases and allow learners to construct deep relational meanings for complex phenomenon (Spiro et al 1988).…”

Section: Introductionmentioning

confidence: 99%

The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment

Valentine

Kopcha

2016

Education Tech Research Dev

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This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described through embodiments of the learning environment (e.g., tools, materials, structures, practices), mediating processes these embodiments are conjectured to support, and outcomes relating to these processes. Considerations from cognitive flexibility theory and Realistic Mathematics Education are integrated into the framework as well as principles from hypermedia design. Cases are conceptualized beyond the traditional structure of cases as human experience and include phenomena pertinent to understanding complex concepts about space and perspective. In this way, cases are depicted as phenomena to be investigated with the goal of supporting learners' construction of multiple and alternative perspectives. Data are provided to elucidate the design conjecture associated with learners investigating the variability of real-world geometric phenomena by visiting, revisiting, and juxtaposing cases.

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The Use of Video Cases in a Multimedia Learning Environment for Facilitating High School Students’ Inquiry into a Problem from Varying Perspectives

Cited by 13 publications

References 18 publications

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability

Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol

The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment

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