How Multiple External Representations Can Help or Constrain Learning in Science

2014 ◽  
Vol 13 (3) ◽  
pp. 411-423
Author(s):  
David Corradi ◽  
Dawit Tibebu Trinenuh ◽  
Geraldine Clarebout ◽  
Jan Elen
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Redundant Information ◽  
External Representations ◽  
Multiple External Representations ◽  
Randomized Design ◽  
The Subject ◽  
Multiple Levels ◽  
C 50 ◽  
Pictorial Representations

Redundant information has been found to be an important factor that can limit or enhance learning with multiple external representations (MER). As such, it is seen as a crucial factor in understanding how MER can help increase conceptual understanding with low prior knowledge learners, especially when these representations are presented in a sequence. In this study, multiple levels of redundant information are compared with each other to understand how redundancy determines learning with MER when these MER are sequenced. Ninety-two participants, undergraduates in education (age: M = 19.92 years, SD = 2.78 years), with low prior knowledge of the subject of chemistry participated in pretest-intervention-posttest randomized design to study texts and pictorial representations in a sequence. More specifically, we compared (a) 0% redundancy in MER, (b) 25% redundancy, (c) 50% redundancy, and (d) 100% redundancy. Results indicate that partial redundant information leads to the largest increase in understanding and ideas remembered.

PENGARUH EKSTRAK DAUN SIRIH MERAH (Piper crocatum Ruiz & Pav.) TERHADAP GLUKOSA DARAH MENCIT (Mus musculus L.) JANTAN YANG DIINDUKSI SUKROSA

BioScience ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 61
Author(s):  
Elsa Yuniarti
Keyword(s):  
Blood Glucose ◽  
Mus Musculus ◽  
Leaf Extract ◽  
Negative Control ◽  
State University ◽  
Betel Leaf ◽  
Randomized Design ◽  
The Subject ◽  
Effective Drugs ◽  
Zoology Department

Patients withdiabetes mellitus (DM) continues to grow because prosperity and people's lifestyles.Treatment of diabetes often usei njections of insulin and oral antidiabetic drugs. Thetreatment has no side effects. Therefore, it is necessary to find effective drugs using plants thatred betel leaf (Piper crocatum Ruiz & Pav.). Red betel leaf contains flavonoids which are antioxidants. This study aims to determine the effect and dose of extract of red betel leaf (Piper crocatum Ruiz & Pav.) The most effective agains blood glucose in mice(Mus musculusL.) male induced sucrose.This study was an experimental study. The research was conducted in October 2015 in the Division of Laboratory Animal and Zoology Department of Biology, State University of Padang. The subject of research in the form of mice (Mus musculus L.) males totaled 24 tails. The design used was completely randomized design (CRD) with 6 treatments and 4 repetitions. The treatment is given as follows: treatment I: the diabetes control without any treatment given, treatment II: as a negative control (sucrose 3 g/kg bw), treatment III: sucrose+suspension of red betel leaf extract (dosage 0,7 g/kg bw), treatment IV: sucrose+suspension of red betel leaf extract (dosage 1,4 g/kg bw), treatment V: sucrose+suspension of red betel leaf extract (dosage of 2,1 g/kg bw) and treatment VI: sucrose+suspension extracts red betel leaf (dosage 2,8 g/kg bw).The results showed that the extract of red betel leaf (Piper crocatum Ruiz & Pav.) at a dose of 0,8 g/kg bw 1,4 g/kg bw 2,1 g/kg bw and 2,8 g/kg bw can lowers blood glucose in mice. However, the most appropriate dose in lowering blood glucose in mice (Mus musculus L.) at 2,8 g/kg bw in mice.

Teaching Resilience to People With Visual Disabilities

2018 ◽  
Vol 5 (1) ◽  
pp. 36
Author(s):  
Inger Solange Maitta Rosado ◽  
Jenmer Maricela Pinargote Ortega ◽  
Eva Alcivar Medranda ◽  
Elisa Ximena Coello Basurto
Keyword(s):  
Visual Impairment ◽  
Conceptual Understanding ◽  
Conceptual Analysis ◽  
Psychological Support ◽  
Visual Disability ◽  
Visual Disabilities ◽  
The Subject ◽  
Technical University

The objective of the research is to develop resilience in people with visual disabilities at the Technical University of Manabí. The work offers a conceptual analysis on visual disability in students. It deals with what is related to the conceptual understanding of resilience, where several authors who have studied the subject are analyzed. The resilient capacity of students with visual impairment and the importance of psychological support is analyzed. The importance of the intervention in resilience is exposed, where the content of the Manual of Intervention in Resilience of Eugenio Saavedra 2011 is analyzed. The results of the measurement of resilience are shown in the students of the Technical University of Manabí who suffer from a visual disability and the situation that could be verified after applying the work of training in resilience to said personnel. Finally, the conclusions of the work are exposed, where the relevance of the study is demonstrated and a group of recommendations is made based on the importance of the results obtained in the research.

scholarly journals Striving towards Social Relevance: New Curatorial Interpretations of the Soviet Period in Estonian and Latvian Museums

2021 ◽  
Vol 25 (1) ◽  
pp. 175-211
Author(s):  
Anu Kannike ◽  
Jana Reidla
Keyword(s):  
Prior Knowledge ◽  
Crucial Role ◽  
Historical Research ◽  
Soviet Period ◽  
Social Relevance ◽  
Team Members ◽  
Cultural Research ◽  
The Subject ◽  
The Voice

The main museums in Estonia and Latvia have lately staged new exhibitions that proceed from a contemporary museological approach and reflect the results of historical research. The article compares three cases which present alternative but complementary interpretations of the Soviet period. The authors pay special attention to the application of the biographical method prominent in contemporary cultural research, and the museological method of multivocality. They conclude that in the case of multivocality, effectively addressing different visitor groups is a great challenge to curators. There is a risk that the simplified mediation of contradictory memories and views will leave a gap for visitors with less prior knowledge about the subject of the exhibition. In large exhibition teams, the curator has a crucial role to play in negotiating with team members to prevent the concept from dispersing. In the cases studied, it is possible to observe the curators’ views and detect a similar attempt to interpret complex topics through biographies. The analysis concludes that in the context of contemporary museological approaches, the voice of the curator remains essential, especially when mediating exhibits, for they cannot speak for themselves.

scholarly journals Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

2020 ◽  
pp. 73-84
Author(s):  
Ike Lusi Meilina ◽  
Supriyono Koes Handayanto ◽  
Muhardjito Muhardjito
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Model Development ◽  
Learning Model ◽  
Reasoning Ability ◽  
Knowledge Test ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

scholarly journals The Effectivenes of Modeling Instruction Learning on Students’ Conceptual Understanding of Rotational Dynamic

2020 ◽  
Vol 10 (2) ◽  
pp. 158
Author(s):  
Sherly Verlinda ◽  
Sutopo Sutopo ◽  
Eny Latifah
Keyword(s):  
Rigid Body ◽  
Conceptual Understanding ◽  
Mixed Method ◽  
Cognitive Model ◽  
Constructivist Theory ◽  
Develop Model ◽  
Modeling Instruction ◽  
The Subject ◽  
Rigid Body Mechanics ◽  
Multiple Choice Items

Rotational Dynamics is one of the physics topics which is quite difficult for students. Several previous studies showed students’ difficulties on this topic, one of which is the aspect of students’ conceptual understanding. Modeling instruction is the effective approach to improve students’ understanding. This model is in line with constructivist theory and cognitive model theory. This research aimed to examine the effectiveness of modeling instruction that we developed to improve students' conceptual understanding of rigid body mechanics, where the knowledge of particle mechanics serve as anchor or bridging to develop model of rigid body. This research used mixed method with embedded experimental design. It used one group pretest-posttest design and involved 65 students of a high school in Malang as the subject. Data were gathered using test consisting of 17 multiple-choice items with explanation. The students’ scores were analyzed quantitatively using t-test and N-gain to measure the improvement of students’ understanding, while the students' reasons were analyzed qualitatively. The results showed the average students’ score increased from 1.62 to 9.92 with N-gain of 0.54 (in upper medium category). We concluded that the modeling instruction was effective to improve students’ conceptual understanding.

Railway Operations Models

2018 ◽  
pp. 745-767
Author(s):  
Sundaravalli Narayanaswami
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Real World ◽  
Analytical Approach ◽  
Model Development ◽  
Transportation Industry ◽  
Railway Transportation ◽  
Academic Context ◽  
Railway Operations ◽  
Transportation Scheduling

This chapter is intended as an exposure to OR based methods, particularly the analytical approach to modelling railway operations. An overview of several planned operations in railway transportation is provided in an academic context. Some of the applications and the associated models are applied in realistic settings in the transportation industry, and also have demonstrated evidence of acceptance over a long number of years. Primary coverage is on transportation scheduling and the concise discussions are on planning phases, various operations that can be deterministically modeled and analysed, model development, few exercises and real-world stories, wherever appropriate. All sections are adequately provided with the list of references and an interested reader can benefit from a conceptual understanding to model development and to implement and deploy, under some prior knowledge on the basics and programming experience.

scholarly journals Evaluation of Student Feedback Within a MOOC Using Sentiment Analysis and Target Groups

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Karsten Lundqvist ◽  
Tharindu Liyanagunawardena ◽  
Louise Starkey
Keyword(s):  
Sentiment Analysis ◽  
Prior Knowledge ◽  
Computer Programming ◽  
Student Experience ◽  
Target Group ◽  
Student Feedback ◽  
Target Groups ◽  
The Subject

Many course designers trying to evaluate the experience of participants in a MOOC will find it difficult to track and analyse the online actions and interactions of students because there may be thousands of learners enrolled in courses that sometimes last only a few weeks. This study explores the use of automated sentiment analysis in assessing student experience in a beginner computer programming MOOC. A dataset of more than 25,000 online posts made by participants during the course was analysed and compared to student feedback. The results were further analysed by grouping participants according to their prior knowledge of the subject: beginner, experienced, and unknown. In this study, the average sentiment expressed through online posts reflected the feedback statements. Beginners, the target group for the MOOC, were more positive about the course than experienced participants, largely due to the extra assistance they received. Many experienced participants had expected to learn about topics that were beyond the scope of the MOOC. The results suggest that MOOC designers should consider using sentiment analysis to evaluate student feedback and inform MOOC design.

Refutational text and multiple external representations as a method to remediate the misinterpretation of box plots

2017 ◽  
Vol 37 (10) ◽  
pp. 1281-1300 ◽  
Author(s):  
Stephanie Lem ◽  
Kathy Baert ◽  
Eva Ceulemans ◽  
Patrick Onghena ◽  
Lieven Verschaffel ◽  
...  
Keyword(s):  
External Representations ◽  
Refutational Text ◽  
Multiple External Representations ◽  
Box Plots

Spotlight on the Principles: Creating an Environment for Learning with Understanding: The Learning Principle

2005 ◽  
Vol 11 (1) ◽  
pp. 35-39
Author(s):  
Emily Fagan
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
School Mathematics ◽  
Factual Knowledge ◽  
Procedural Fluency ◽  
New Knowledge ◽  
Principles And Standards ◽  
Knowledge Learning

The learning principle in NCTM'S Principles and Standards for School Mathematics (2000) states: “Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge.” Learning with understanding is defined as “being able to apply procedures, concepts, and processes” (NCTM 2000, p. 20). This view of learning represents a departure from a view that emphasizes a student's factual knowledge and ability to apply procedures. Although facts and procedures are important, they will not, in and of themselves, result in learning with understanding. Instead, factual understanding, procedural fluency, and conceptual understanding must coexist so that students reach learning with understanding. The extent to which a student can apply his or her learning to a new problem or situation is often an indicator of this understanding.

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