The role of visualisation in science: a response to “Science teachers’ use of visual representations”

2020 ◽  
pp. 1-11
Author(s):  
Russell Tytler
Keyword(s):  
Science Teachers ◽  
Visual Representations

An Author as Literature. (Visual) Autofiction of Dorota Masłowska

2016 ◽  
Author(s):  
Anna Michalak
Keyword(s):  
New Media ◽  
Cultural Practices ◽  
Conceptual Art ◽  
Visual Representations ◽  
The Creation

Using the promotional meeting of Dorota Masłowska’s book "More than you can eat" (16 April 2015 in the Bar Studio, Warsaw), as a case study, the article examines the role author plays in it and try to show how the author itself can become the literature. As a result of the transformation of cultural practices associated with the new media, the author’s figure has gained much greater visibility which consequently changed its meaning. In the article, Masłowska’s artistic strategy is compared to visual autofiction in conceptual art and interpreted through the role of the performance and visual representations in the creation of the image or author’s brand.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

scholarly journals A case for examining pre-service teacher preparation for inquiry teaching science with technology

2014 ◽  
Vol 22 ◽  
Author(s):  
Chris T. Shively ◽  
Randy Yerrick
Keyword(s):  
Educational Technology ◽  
Science Education ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Learning Technology ◽  
Inquiry Teaching ◽  
Field Notes ◽  
Pre Service Teacher

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.Keywords: teacher reflection; science education; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

Lepanto and Beyond

2021 ◽  
Keyword(s):  
Case Studies ◽  
Visual Representations ◽  
Media Campaign ◽  
Scholarly Discussion ◽  
The Republic ◽  
The Many

The Battle of Lepanto, celebrated as the greatest triumph of Christendom over its Ottoman enemy, was soon transformed into a powerful myth through a vast media campaign. Lepanto – or rather, the varied storytelling and the many visual representations that contributed to shape the perception of the battle in Christian Europe – is the main focus of this book. In a broader perspective, Lepanto and Beyond also gathers reflections on the construction of religious alterity and offers analyses of specific case studies taken from different fields, investigating the figure of the Muslim captive in reality, artistic depiction, and literature. With different themes related to the Republic of Genoa, the authors also aim to redress a perceived imbalance and to restore the important role of the Genoese in the general scholarly discussion on Lepanto and its images.

See What I Mean? Analogical Objects for Knowledge Mediation in Early Phases of Cross-Industry Innovation

2021 ◽  
Author(s):  
Hilda Bø Lyng ◽  
Eric Christian Brun
Keyword(s):  
Nonverbal Communication ◽  
Visual Representations ◽  
Research Literature ◽  
Knowledge Domains ◽  
Collaborative Engagement ◽  
Epistemic Objects ◽  
Industry Sectors ◽  
Early Phases

The objective of this research is to explore the nature and role of analogies as objects for knowledge transfer in cross-industry collaborations. A case study of an organization seeking cross-industry innovation (CII) across two industry sectors was conducted, and the empirical data were analyzed qualitatively. We found that analogies used as knowledge mediation objects could be classified as explanatory or inventive, each expressed as linguistic or visual representations. Explanatory analogical objects help build prior knowledge of a foreign industry domain, thus easing later use of inventive analogical objects to identify how knowledge from one industry can be applied in another industry for innovation purposes. In these roles, the analogies serve as boundary objects. Both explanatory and inventive analogies can also serve as epistemic objects, motivating for further collaborative engagement. Visual representations of analogies help bridge the abstract with the concrete, thereby easing the process of creating analogies. They also enable nonverbal communication, thus helping bypass language barriers between knowledge domains. The reported research expands current research literature on knowledge mediation objects to the context of CII and provides added detailed understanding of the use of analogies in CII.

scholarly journals Penguatan Kompetensi Guru dalam Optimalisasi Fungsi Laboratorium

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Arif Sholahuddin ◽  
Ratna Yulinda ◽  
M Fuad Sya'ban ◽  
Rasidah Rasidah
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
School Science ◽  
Learning Objectives ◽  
High School Science ◽  
Science Laboratory ◽  
Guided Inquiry ◽  
Laboratory Management

Laboratorium sebagai sarana pembelajaran IPA memiliki fungsi sangat penting dalam menfasilitasi peserta didik membangun kompetensi ilmiah. Oleh karena itu diperlukan manajemen yang tepat oleh pengelola yang memiliki kompetensi. Kegiatan workshop ini dilakukan untuk memperkuat kompetensi guru dalam optimalisasi fungsi laboratorium IPA. Kegiatan dilakukan dalam bentuk ceramah-tanya jawab, diskusi, praktik laboratorium berbasis inquiry dan latihan implementasi manajemen laboratorium di laboratorium sekolah. Peserta kegiatan sebanyak 19 orang guru IPA SMP di Kota Banjarmasin dan Kabupaten Banjar. Kegiatan workshop ini mampu memperkuat pengetahuan dan keterampilan guru SMP dalam pengelolaan laboratorium dan keterampilan merancang dan melaksanakan praktikum berbasis guided inquiry serta kemampuan menerapkan hasil workshop di laboratorium IPA sekolah. Peserta workshop sangat antusias selama mengikuti kegiatan dan merasa sangat terbantu dalam mengatasi kendala dan permasalahan yang dialami guru-guru IPA di sekolah masing-masing. Perlu perluasan peserta workshop di berbagai daerah agar mampu meningkatkan peran laboratorium dalam mendukung tujuan pembelajaran IPA yang meliputi pengetahuan, sikap dan keterampilan ilmiah peserta didik.The laboratory has a very important function as a means of science learning to facilitate students to build their scientific competences. Therefore, we need proper management which is performed by the competent laboratory managers. This workshop was conducted to strengthen the teachers’ competence in optimizing the functions of a science laboratory. The workshop methods including lectures, discussions, inquiry-based laboratory practices and implementation of school’s laboratory management. The participants were 19 junior high school science teachers in Banjarmasin City and Banjar Regency. This workshop was able to strengthen teachers’ knowledge and skills in mining school’s laboratory, teachers’ skills to design and implement guided inquiry-based practicum, and teachers’ ability to apply skills in managing science laboratory. The participants appear very enthusiastic during the workshop and they felt greatly helped in overcoming many laboratory obstacles and problems. It is necessary to expand the workshop’s participants in various regions in order to increase the role of laboratories in supporting science learning objectives which include scientific knowledge, attitudes, and skills of students. 

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