scholarly journals Students’ multimodal knowledge sharing in school: Spatial repertoires and semiotic assemblages

2021 ◽  
Author(s):  
Linnea Stenliden ◽  
Jörgen Nissen
Keyword(s):  
Social Science ◽  
Elementary School Students ◽  
Visual Analytics ◽  
Intervention Study ◽  
Science Classroom ◽  
Knowledge Building ◽  
School Students ◽  
Building Process ◽  
Interactive Data ◽  
Data Visualizations

AbstractIn a world ‘flooded’ with data, students in school need adequate tools as Visual Analytics (VA), that easily process mass data, give support in drawing advanced conclusions and help to make informed predictions in relation to societal circumstances. Methods for how the students’ insights may be reformulated and presented in ‘appropriate’ modes are required as well. Therefore, the aim in this study is to analyse elementary school students’ practices of communicating visual discoveries, their insights, as the final stage in the knowledge-building process with an VA-application for interactive data visualization. A design-based intervention study is conducted in one social science classroom to explore modes for students presentation of insights, constructed from the interactive data visualizations. Video captures are used to document 30 students’ multifaceted presentations. The analyses are based on concepts from Pennycook (2018) and Deleuze and Guattari (1987). To account for how different modes interact, when students present their findings, one significant empirical sequence is described in detail. The emerging communicative dimensions (visual-, bodily- and verbal-) are embedded within broad spatial repertoires distributing flexible semiotic assemblages. These assemblages provide an incentive for the possibilities of teachers’ assessments of their students’ knowledge outcomes.

Effect of Engineering Education by Science Classroom for High School, Junior High School and Elementary School Students

2010 ◽  
Vol 130 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Kazuto Yukita ◽  
Tokimasa Goto ◽  
Katsunori Mizuno ◽  
Hiroyuki Nakano ◽  
Katsuhiro Ichiyanagi ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
Engineering Education ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Science Classroom ◽  
School Students

scholarly journals Knowledge Building Analytics to Explore Crossing Disciplinary and Grade-Level Boundaries

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Ahmad Khanlari ◽  
Gaoxia Zhu ◽  
Marlene Scardamalia
Keyword(s):  
Elementary Students ◽  
Elementary School Students ◽  
Exploratory Study ◽  
Grade Level ◽  
Knowledge Building ◽  
Creative Work ◽  
School Students ◽  
Community Knowledge ◽  
Technology Knowledge ◽  
Knowledge Building Communities

Sustained creative work with ideas, work that leads beyond expectations, underpins knowledge creating organizations. Knowledge Building pedagogy, with its 12 principles and associated technology, Knowledge Forum, aims to provide necessary support for this goal. This exploratory study aims to assess the extent to which elementary-school students within Knowledge Building communities are able to exceed curriculum expectations. We defined “criss-crossing topics” as an indicator of exceeding expectations, and examined whether students are able to think and theorize in an interdisciplinary way and, in doing so, exceed curriculum expectations. We also examined how such criss-crossing topics may help advance the community knowledge. Results show that, when given agency, elementary students are able to extend knowledge boundaries, bringing greater range and explanatory coherence to their work, resulting in advancing community knowledge and idea improvement.

scholarly journals The influence of problem based learning towards social science learning outcomes viewed from learning interest

2019 ◽  
Vol 8 (1) ◽  
pp. 39
Author(s):  
Berti Dyah Permatasari ◽  
Gunarhadi Gunarhadi ◽  
Riyadi Riyadi
Keyword(s):  
Elementary School ◽  
Social Science ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Science Learning ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Control Group ◽  
School Students ◽  
Learning Interest

The aim of this study is to determine the influences of Problem Based Learning and learning interest at improving the cognitive learning outcomes in social science of fourth-grade elementary school students. This study is a quasi-experiment study with pre-test and post-test control group design. The sample collection is taken with stratified cluster random sampling technique. The sample of this study is 109 fourth-grade elementary school students, consisted of 50 students from experiment group and 59 students from control group. The students from experiment group are given the application of Problem Based Learning, while the students in control group are given the application of Direct Instruction. The data collection is carried by using the instruments of social science learning outcomes test and social science learning interest questionnaire. The validity of test and questionnaire instruments is carried by expert judgement. The difficulty level, distinguishing power, and reliability of test instrument is tested by using ITEMAN application. The internal consistency and reliability of questionnaire instrument is tested by using SPSS application. The data is analysed by using two-way anova. The outcomes of the study show that PBL and learning interest contribute significant impact towards social science learning outcomes of elementary school students.

scholarly journals Effects of a school-based stroke education program on stroke-related knowledge and behaviour modification―school class based intervention study for elementary school students and parental guardians in a Japanese rural area

BMJ Open ◽  
2017 ◽  
Vol 7 (12) ◽  
pp. e017632 ◽  
Author(s):  
Suzuka Kato ◽  
Tomonori Okamura ◽  
Kazuyo Kuwabara ◽  
Hidehiro Takekawa ◽  
Masanori Nagao ◽  
...  
Keyword(s):  
Risk Factors ◽  
Elementary School ◽  
Rural Area ◽  
Elementary School Students ◽  
Intervention Study ◽  
Behavioural Change ◽  
Stroke Mortality ◽  
School Students ◽  
School Class ◽  
Stroke Education

ObjectivesThis study aimed to determine the effect of a stroke education programme on elementary school students and their parental guardians in a rural area in Japan that has high stroke mortality.DesignSchool class based intervention study.SettingEleven public elementary schools in Tochigi Prefecture, Japan.Participants268 students aged 11–12 years and 267 parental guardians.InterventionsStudents received lessons about stroke featuring animated cartoons and were instructed to communicate their knowledge about stroke to their parental guardians using material (comic books) distributed in the lessons. Stroke knowledge (symptoms, risk factors and attitude towards stroke) and behavioural change for risk factors were assessed at baseline, immediately after the programme and at 3 months. We also evaluated behavioural change for risk factors among parental guardians.ResultsThe percentage of students with all correct answers for stroke symptoms, risk factors and the recommended response to stroke was significantly increased at 3 months P<0.001). We observed a significant increase in the percentage of guardians who chose all correct symptoms (P<0.001: 61.0% vs 85.4%) and risk factors (P<0.001: 41.2% vs 59.9%) at 3 months compared with baseline. The percentage of parental guardians with a high behavioural response to improving risk factors was significantly increased at 3 months compared with baseline (P<0.001).ConclusionsIn a rural population with high stroke mortality, stroke education can improve knowledge about stroke in elementary school students and their parental guardians.Ethics and disseminationWe conducted the intervention as a part of compulsory education; this study was not a clinical trial. This study was approved by the Ethics Committee of the National Cerebral and Cardiovascular Center (M27-026).

scholarly journals Harnessing Knowledge for Improving Access to Fruits and Vegetables at Farmers Markets: Interactive Data Visualization to Inform Food Security Programs and Policy

2019 ◽  
Vol 21 (3) ◽  
pp. 390-400 ◽  
Author(s):  
Matilda O. Johnson ◽  
Thometta Cozart ◽  
Raphael D. Isokpehi
Keyword(s):  
Visual Analytics ◽  
Fruits And Vegetables ◽  
The United States ◽  
Farmers Markets ◽  
Farmers Market ◽  
Barriers To Access ◽  
Interactive Data ◽  
Nutrition Assistance ◽  
Reported Data ◽  
Data Visualizations

High consumption of fruits and vegetables leads to decreased risk of various chronic diseases, including obesity and cardiovascular disease. Community-level barriers to access fruits and vegetables include the high cost, limited availability, and transportation. Farmers markets are a priority strategy for improving community access to fresh fruits and vegetables. The U.S. Department of Agriculture (USDA) National Farmers Market Directory is a voluntary self-reported data source on farmers markets. The objective of this investigation of the USDA farmers markets data directory was to determine how farmers markets in the United States are grouped according to (1) availability of fruits and vegetables and (2) the payment accepted. We designed and implemented interactive data visualizations in visual analytics software to understand access to fruits and vegetables at farmers markets from 8,497 entries in the USDA Farmers Market Directory. Among the 665 new or updated entries in year 2018, a subset of 641 (96%) farmers markets with availability of fresh fruits and vegetables had 16 subgroups. Additionally, a subgroup of 102 (16%) farmer markets accepted all four federal nutrition assistance benefits (SFMNP, SNAP, WIC CVVs, and WIC FMNP). The interactive data visualizations including geographic maps connected to social media resources can be useful in advocacy efforts and can inform policy improvements designed to improve physical, social, and economic access to fruits and vegetables at farmers markets.

Sign in / Sign up

Export Citation Format

Share Document