Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon

Liaw, Hongming Leonard; Chiu, Mei Hung; Chou, Chin Cheng

doi:10.1039/c4rp00103f

Cited by 13 publications

(12 citation statements)

References 47 publications

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“…A variety of conceptual change instructional approaches have been used in the science disciplines to challenge students' alternative conceptions. Recent approaches that have occurred in physics and chemistry education research include: conceptual change text (Şendur & Toprak, 2013;Ültay, Durukan, & Ültay, 2015); conceptual conflict-generating demonstration (often variations of the Predict-Observe-Explain approach) (Coştu, Ayas, & Niaz, 2010;Liaw, Chiu, & Chou, 2014); inquiry learning and laboratory investigations (Supasorn, 2015;Supasorn & Promarak, 2015); cooperative learning (Kırık & Boz, 2012); and computer simulations (Chang, Quintana, & Krajcik, 2010). Despite the merit of conceptual change instruction and its alignment with contemporary constructivist views of learning in science, classroom teachers continue to favor transmissive models of learning that promote knowledge acquisition (Duit, Widodo, & Wodzinski, 2007).…”

Section: Learning For Conceptual Change In Sciencementioning

confidence: 99%

Learning in Earth and space science: a review of conceptual change instructional approaches

Mills

Tomas

Lewthwaite

2016

International Journal of Science Education

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In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change is generated pre-and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning; focuses on the learning of geological phenomena through the construction of multiple representations; and employs qualitative data collection throughout the implementation of an instructional approach.

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Section: Learning For Conceptual Change In Sciencementioning

confidence: 99%

Learning in Earth and space science: a review of conceptual change instructional approaches

Mills

Tomas

Lewthwaite

2016

International Journal of Science Education

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“…Yet, conceptual change is far from a guarantee, even in conceptual conflict based instructions (Kang, Scharmann, Kang, & Noh, ). A variety of factors can influence learning outcomes and learners' emotions are one of the major factors (Bellocchi & Ritchie, ; Chen et al, ; Chiu, Yu, Liaw, & Lin, ; Liaw, Chiu, & Chou, ; Pekrun, Goetz, Titz, & Perry, ).…”

Section: Introductionmentioning

confidence: 99%

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Chiu¹,

Liaw²,

Yu³

et al. 2017

Brit J Educational Tech

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Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario.

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“…To what degree is it possible to distinguish genuine from fake facial expressions? Judging the authenticity of facial expressions is indeed an important cognitive skill in various situations, such as criminal (forensic) investigations 1 2 , airport security 3 4 , business 5 6 , health 7 8 , education 9 10 , and politics 11 . Previous studies have mainly focused on how people discriminate genuine from fake smiles, showing that the major difference lies in muscular activity around eyes 12 .…”

mentioning

confidence: 99%

Hiding true emotions: micro-expressions in eyes retrospectively concealed by mouth movements

Iwasaki

Noguchi

2016

Sci Rep

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When we encounter someone we dislike, we may momentarily display a reflexive disgust expression, only to follow-up with a forced smile and greeting. Our daily lives are replete with a mixture of true and fake expressions. Nevertheless, are these fake expressions really effective at hiding our true emotions? Here we show that brief emotional changes in the eyes (micro-expressions, thought to reflect true emotions) can be successfully concealed by follow-up mouth movements (e.g. a smile). In the same manner as backward masking, mouth movements of a face inhibited conscious detection of all types of micro-expressions in that face, even when viewers paid full attention to the eye region. This masking works only in a backward direction, however, because no disrupting effect was observed when the mouth change preceded the eye change. These results provide scientific evidence for everyday behaviours like smiling to dissemble, and further clarify a major reason for the difficulty we face in discriminating genuine from fake emotional expressions.

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Using facial recognition technology in the exploration of student responses to conceptual conflict phenomenon

Cited by 13 publications

References 47 publications

Learning in Earth and space science: a review of conceptual change instructional approaches

Learning in Earth and space science: a review of conceptual change instructional approaches

Facial micro‐expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points

Hiding true emotions: micro-expressions in eyes retrospectively concealed by mouth movements

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