Journal of The Korean Association For Science Education (한국과학교육학회지)

The Korean Association for Science Education (한국과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Exploration of the Strategy in Constructing Visualization Used by Pre-service Elementary School Teachers in Making Science Video Clip for Flipped Learning - Focusing on Earth Science -

Flipped Learning을 위해 제작한 과학 학습 동영상에서 초등예비교사들이 사용한 시각화 구성 전략 탐색 - 지구 영역을 중심으로 -

  • Received : 2015.01.26
  • Accepted : 2015.03.23
  • Published : 2015.04.30
Download PDF
⟨ Previous Next ⟩

Abstract

Flipped learning can be used as an innovative teaching method in science education. This study analyzes video clip produced by pre-service elementary school teachers for flipped learning and explore strategies to organize effective visualization. The pre-service elementary school teachers focused on providing information on macroscopic natural phenomenon using concrete case selection strategy for earth science class. They used marker and spatial transformation elements effectively, but their efforts to link the elements to the experience of students were not sufficient. In addition, it was very rare to put the contents into simplified drawing or provide extreme cases to enhance the imagery of students. In addition, it is necessary to provide specific case of multi-modal and link the material to the experience of students closely through familiar cases or analogical model to establish an effective visual teaching material. It may also be needed to present simplified drawing for enhancing imagery and provide extreme cases to make students have an opportunity to infer a new situation.

과학 교육에서도 플립 러닝은 혁신적인 교수 방법으로 사용될 수 있다. 본 연구에서는 초등 예비교사들이 플립 러닝을 위해 제작한 동영상을 분석하고, 효과적인 시각화 구성 전략을 탐색하였다. 초등 예비교사들은 지구 영역의 과학수업을 위해 구체적 사례 선택하기 전략을 사용하여 거시적인 자연현상에 대한 정보를 제공하는 데 중점을 두고 있었다. 구체적 사례를 전달하기 위해 마커와 공간변환 요소를 효과적으로 사용하였으나, 학생들의 경험과 관련지으려는 노력이 부족하였다. 또한 학생들의 심상을 강화하기 위해 간단하게 도식화하거나 극단적인 사례를 제시하는 경우는 매우 드물었다. 마지막으로 효과적인 시각화 자료를 구성하기 위해서는 다중 표상의 구체적 사례를 제시하고, 친숙한 사례나 비유 모델을 통하여 학생들의 경험과 긴밀히 연결지어 주어야 한다. 또 심상을 강화하기 위해 간단하게 도식화하기, 극단적 사례를 제시하여 새로운 상황 추리할 수 있는 기회를 부여해야 한다.

Keywords

References

  1. Abell, S., Martini, M., & George, M. (2001). That's what scientists have to do: Preservice elementary teachers' conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109. https://doi.org/10.1080/09500690010025049
  2. Ainsworth, S., Musgrove, S., & Galpin, J. (2007). Learning about dynamic systems by drawing for yourself and for others, Paper presented at the EARL I conference, Budapest.
  3. Ainsworth, S., Prain, V., & Tytler, R. (2011). Learning through drawing in science. Science, 333, 1096-1097. https://doi.org/10.1126/science.1204153
  4. Atwood, R. K., & Atwood, V. A. (1997). Effects of instruction on preservice elementary teachers' conceptions of the causes of night and day and the seasons. Journal of Science Teacher Education, 8(1), 1-3. https://doi.org/10.1023/A:1009455201314
  5. Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577-660.
  6. Barsalou, L. W. (2003). Abstraction in perceptual symbol systems. Philosophical Transactions of the Royal Society, 358(1453), 1177-1187. https://doi.org/10.1098/rstb.2003.1319
  7. Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59(1), 617-645. https://doi.org/10.1146/annurev.psych.59.103006.093639
  8. Barsalou, L. W. (2009). Simulation, situated conceptualization, and prediction. Philosophical Transactions of the Royal Society, 364(1521), 1281-1289. https://doi.org/10.1098/rstb.2008.0319
  9. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. 120th American Society for Engineering Education National Conference Proceedings, Atlanta, GA.
  10. Bogacz, S., & Trafton, J. G. (2005). Using dynamic and static displays: Using images to reason dynamically. Cognitive Systems Research, 6(4), 312-319. https://doi.org/10.1016/j.cogsys.2004.11.007
  11. Caeyenberghs, K., Tsoupas, J., Wilson, P. H., & Smits-Engelsman, B. C. M. (2009). Motor imagery in primary school children. Developmental Neuropsychology, 34(1), 103-121. https://doi.org/10.1080/87565640802499183
  12. Clement, J. (2009). The role of imagistic simulation in scientific thought experiments. Topics in Cognitive Science, 1(4), 686-710. https://doi.org/10.1111/j.1756-8765.2009.01031.x
  13. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Education Technology Research Development, 61, 563-580. doi: 10.1007/s11423-013-9305-6
  14. Dixon, M. D. (2010). Creating effective student engagement in online courses: What do students find engaging? Journal of the Scholarship of Teaching and Learning, 10(2), 1-13.
  15. Gabbard, C. (2012). The role of mental simulation in embodied cognition. Early Child Development and Care, 183(5), 643-650. https://doi.org/10.1080/03004430.2012.681649
  16. Gannod, G., Burge, J., & Helmick, M. (2008). Using the Inverted Classroom to teach Software Engineering Using the Inverted Classroom to Teach Software Engineering. Paper presented at The 30th International Conference on Software Engineering. Leipsig, Germany.
  17. Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52(1), 45-56. https://doi.org/10.1037/0003-066X.52.1.45
  18. Gilbert, J., & Reiner, M. (2000). Thought experiments in science education: potential and current realization. International Journal of Science Education, 22(3), 265-283. https://doi.org/10.1080/095006900289877
  19. Glenberg, A. M. (2009). Prediction and emotion in dialog. European Journal of Social Psychology, 39, 1169-1172. https://doi.org/10.1002/ejsp.678
  20. Gooding, D. (2004). Visualization, inference and explanation in the sciences. In G.Malcolm (Ed.), Studies in multidisciplinarity(Vol. 2, pp. 1-25). Amsterdam: Elsevier.
  21. Grandgenett, N. F. (2008). Perhaps a matter of imagination: TPCK in mathematics Education. In AACTE (ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators. (p. 145-165). New York: Routledge.
  22. Griffith, T. W., Nersessian, N. J., & Goel, A. (2000). Function-follows-form transformations in scientific problem solving. In Proceedings of the Cognitive Science Society 22, 196-201. Mahwah, NJ: Lawrence Erlbaum.
  23. Hegarty, M., Kriz, S., & Cate, C. (2003). The roles of mental animations and external animations in understanding mechanical systems. Cognition & Instruction, 21(4), 325-360.
  24. Hegarty, M. (2004). Diagrams in the mind and in the world: Relations between internal and external visualizations. In A. Blackwell et al. (Eds.) Diagrams 2004 Conference Proceedings. LNAI 2980 (pp. 1-13). Berlin and Heidelberg: Springer-Verlag.
  25. Hoban, G., Loughran, J., & Nielsen, W. (2011). Slowmation: Preservice elementary teachers representing science knowledge through creating multimodal digital animations. Journal of Research in Teaching, 48(9), 985-1009. https://doi.org/10.1002/tea.20436
  26. Hubber, P., Tytler, R., & Haslam, F. (2010). Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research in Science Education, 40(1), 5-28. https://doi.org/10.1007/s11165-009-9154-9
  27. Hughes, J. E. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302.
  28. Yang, C-H., Kim, K-S., & Noh, T-H. (2012). Influence of Method Using Analogy on Students' Concept Learning. Journal of the Korean Association for Science Education, 30(8), 1044-1059.
  29. Jamaludin, R. & Osman, S. Z. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
  30. Kastens, K., & Rivet, A. (2008). Multiple modes of inquiry in earth science. The Science Teacher, 75(1), 26-31.
  31. Katz, R., Ragnarsson, R., & Bodenschatz, E. (2005). Tectonic microplates in a wax model of sea-floor spreading. New Journal of Physics, 7, (37), doi:10.1088/1367-2630/7/1/037.
  32. Ko, M-S., & Yang, I-H. (2013). Analysis on the relationship between the construct level of analogical reasoning and the construction of explanatory model observed in small group discussions on scientific problem solving. Journal of the Korean Association for Research in Science Education, 33(2), 522-537. https://doi.org/10.14697/jkase.2013.33.2.522
  33. Ko, M-S., & Yang, I-H. (2014). An analysis on the roles and strategies of imagistic simulation observed in mental simulation about problematic situations of prediction. Journal of the Korean Association for Science Education, 34(3), 247-260. https://doi.org/10.14697/jkase.2014.34.3.0247
  34. Ko, M-S., Yang, I-H., Kim, O-B., & .Lim, S-M. (2014). The differences in eye movement of pre-service teachers and elementary school students in SBF question about a visual material of the change on the lunar phases. Journal of Korean Elementary Science Education, 33(2), 273-285. https://doi.org/10.15267/keses.2014.33.2.273
  35. Kosslyn, M. S. (1994). Image and brain: The resolution of imagery debate. MIT Press.
  36. Kosslyn, S. M. and Rabin, C. (1999). The representation of left-right orientation: A dissociation between imagery and perceptual recognition. Visual Cognition, 6, 497-508. https://doi.org/10.1080/135062899394911
  37. Lee, K-J., & Kim, M-J. (2007). A cultural sudy of UCC(User Created Contents) from the perspective of performance studies as a 'participatory model'. Korean Journal of Broadcasting and Telecommunication Studies, 21(4), 217-254.
  38. Long, T., Logan, J., & Waugh, M. (2014). Students' perceptions of pre-class Instructional video in the flipped classroom model: A survey study. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2014 (pp. 920-927). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
  39. McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309-321.
  40. Miller A. I. (2000). Insights of genius: Imagery and creativity in science and art. New York, NY: First MIT Press.
  41. Noh, T-H., Yang, C-H., & Kang, H-S. (2009). Characteristics of studentgenerated analogies, mapping understanding, and mapping errors on saturated solution of scientifically-gifted and general elementary students. Journal of Korean Elementary Science Education, 28(3), 292-303.
  42. Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. In P. Carruthers, S. Stich, & M. Siegal (Eds.), The cognitive basis of science (pp. 133-153). Cambridge: Cambridge University Press.
  43. Nersessian, N. J. (2008). Mental modeling in conceptual change. In S. Vosniadou (Ed.), Interntional handbook of conceptual change (pp. 391-416). New York, NY: Routledge.
  44. Park, K-B. (2014). Exploration of the possibility of Flipped Learning in social studies. Social Studies Education, 53(3), 107-120.
  45. Pineda, L., & Garza, G. (2000). A model for multimodal reference resolution. Computational Linguistics, 26(2), 139-193. https://doi.org/10.1162/089120100561665
  46. Prain, V., Tytler, R., & Petersen, S. (2009). Multiple representation in learning about science. International Journal of Science Education, 31(6), 787-808. https://doi.org/10.1080/09500690701824249
  47. Prain, V., & Tytler, R. (2012). Learning through constructing representations in science: A framework of representational construction affordances. International Journal of Science Education, 34(17), 2751-2773. https://doi.org/10.1080/09500693.2011.626462
  48. Ramadas, J. (2009). Visual and Spatial Modes in Science Learning. International Journal of Science Education, 31(3), 301-318. https://doi.org/10.1080/09500690802595763
  49. Reiner, M., & Gilbert, J. (2000). Epistemological resources for thought experimentation in science learning. International Journal of Science Education, 22(5), 489-506. https://doi.org/10.1080/095006900289741
  50. Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
  51. Rivet, A. E., & Kastens, A. K. (2012). Developing a construct-based assessment to examine students' analogical reasoning around physical models in earth science. Journal of Research in Science Teaching, 49(6), 713-744. https://doi.org/10.1002/tea.21029
  52. Sams, A., & Bergmann, J. (2013). Flip Your Students' Learning. Technology-Rich Learning. 70(6), 16-20
  53. Slotta, J. D., & Chi, M. T. H. (2006). Helping students understand challenging topics in science through ontology training. Cognition and Instruction, 24(2), 261-289. https://doi.org/10.1207/s1532690xci2402_3
  54. Stephens, L., Clement, J., & Oviedo, M. (2006). Using expert heuristics for the design of imagery-rich mental simulations for the science class. Proceedings of the 2006 Annual Meeting of the National Association for Research in Science Teaching. San Francisco, CA.
  55. Stephens, L., & Clement, J. (2010) Documenting the use of expert scientific reasoning process by high school physics students. Physical Review Special Topics-Physics Education Research, 6(2), doi: 10.1103/PhysRevSTPER.6.020122
  56. Stevens, J. A. (2005). Interference effects demonstrate distinct roles for visual and motor imagery during the mental representation of human action. Cognition, 95(3), 329-350. https://doi.org/10.1016/j.cognition.2004.02.008
  57. Stieff, M., & Raje, S. (2010). Expert algorithmic and imagistic problem solving strategies in advanced chemistry. Spatial Cognition & Computation, 10(1), 53-81. https://doi.org/10.1080/13875860903453332
  58. Trafton, J. G., Trickett, S. B., & Mintz, F. (2005). Connecting internal and external representations: Spatial transformations of scientific visualizations. Foundations of Science, 10(1), 89-106. https://doi.org/10.1007/s10699-005-3007-4
  59. Trickett, S., & Trafton, J. G. (2002). The instantiation and use of conceptual simulations in evaluating hypotheses: Movies in the mind in scientific reasoning. Peoceedings of the 24th Annual Conference of the Cognitive Science Society, Mahwah, NJ.
  60. Trickett, S. B., & Trafton, J. G. (2007). "What if...": The use of conceptual simulations in scientific reasoning, Cognitive Science, 31(5), 843-875. https://doi.org/10.1080/03640210701530771
  61. Trundle, K., Atwood, R. K., & Christopher, J. (2002). Preservice elementary teachers' conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633-658. https://doi.org/10.1002/tea.10039
  62. Warter-Perez. N., Dong. J. (2012). Flipping the classroom: How to embed inquiry and design project into a digital engineering lecture. Proceedings of American Society for Engineering Education-Pacific South West Section Conference, San Luis Obispo, CA.
  63. Zeilik, M., & Bisard, W. J. (2000). Conceptual change in introductory-level astronomy courses. Journal of College Science Teaching, 29(4), 229-232.

Cited by

  1. The Effect of Elementary Science Class with Flipped learning on Learning Motivation and Academic Achievement of Elementary Students vol.43, pp.4, 2015, https://doi.org/10.15717/bioedu.2015.43.4.333
  2. A Critical Analysis on Implementing the 'Flipped Classroom' vol.28, pp.1, 2015, https://doi.org/10.17927/tkjems.2016.28.1.125
  3. 플립드러닝 성과를 예측하는 요인 규명 vol.20, pp.1, 2015, https://doi.org/10.14352/jkaie.2016.20.1.57
  4. An Exploration on the Effects of Elementary School Science Class applied Flipped Learning in the Life Domain vol.44, pp.1, 2015, https://doi.org/10.15717/bioedu.2016.44.1.60
  5. 중학교 과학수업에 적용된 플립러닝(Flipped Learning)의 효과 vol.20, pp.3, 2015, https://doi.org/10.14352/jkaie.2016.20.3.263
  6. Exploring the Relationships between College Students’ ICT Self-efficacy and their Perceptions of Flipped Learning vol.27, pp.2, 2015, https://doi.org/10.21024/pnuedi.27.2.201706.23
  7. 플립드러닝에 관한 국내 연구의 일반 현황 및 주제 분석 vol.19, pp.5, 2015, https://doi.org/10.5392/jkca.2019.19.05.074