enhancing conceptual and visual understanding of stem concepts via real world images
TRANSCRIPT
Jennifer T. Ellis, Ph.D.University of Tennessee at Chattanooga
Enhancing Conceptual and Visual Understanding of STEM Concepts Via Real
World Images
Visualizing STEM in the Real WorldEnhancing Conceptual UnderstandingEnhancing Visual UnderstandingLearning Goals & ObjectivesWays to use Images & Videos to Engage LearnersUC/UTC Field TripShow & TellWrap Up
Session Agenda
Seeing STEM in Practice
Conceptual Understanding: The ability to apply knowledge across a variety of instances or circumstancesResearchers have concluded that computer-based environments are effective in facilitating conceptual understanding in student learners, thereby improving mastery of both content and process (Friedler, Nachmias, & Linn, 1990).
Enhancing Conceptual Understanding
Visual Understanding: The ability to understand graphical representations of subjects or concepts that demonstrate how the concepts relate to each other.The interconnections between verbal and visual inputs allow cuing from one system to the other (Paivio, 1991)
One code can serve as a backup when another code is forgotten
Enhancing Visual Understanding
Games provide an attractive framework for learning new activities, but also afford fresh opportunities to practice content, such as math facts, and problem-solving skills. Smaldino et al. (2005)
Integrating Games into Enhance Learning
GoalStudents will be aware of STEM concepts that they are exposed to in their daily lives
ObjectivesStudents will understand the relationship between their captured image/video and the key contentStudents will apply learning to real world problems
Learning Goals & Objectives
Practical Example to Engage Learners Using Images
Making Science PhUN!
Rules:Students will be given
information on two items. Based on the given
information they must decide which item
provides the best overall value.
Learning Objective: Students should be able to use dimensional analysis to help them determine which item provides the most value.
MORE BANG
FOR YOUR BUCK!
Brown Rice Buy BulkA. 1.57 lb or rice for
Bulk Price of $1.99/lb
Brown Rice PrepackagedB. 32 ounce bag for $3.49
Is buying in bulk better?Brown Rice
6 PackA. 6 1.06 pt. bottles for $3.49
1.25 LiterB. $0.98
Which soda is the best value per fluid ounce?
Infiniti M HybridA. 32 Miles/Gallon
Lexus HS 250h HybridB. 56.3 Kilometer/Gallon
Which car gets the best gas mileage?
Which car gets the best gas mileage?
Rules:
Learning Objective: Students should be able to use dimensional analysis to help them determine which item is smaller or larger.
I live in the
Metrics!
Students will be given information on two items.
Based on the given information they must decide which item is
smaller or larger.
B6A. 100 mg
B12B. 500 mcg
Which Vitamin Dosage is Smaller?
Note:100 mcg = 0.1 mg
PowerPointA. 1.6 MB
ExcelB. 270 KB
Which file is larger?
SugarA. 700 μm
SaltB. 0.01 cm
Which Grain is Smaller?
I See Unit Conversions
Unit Conversions in the Real World
Unit Conversions Are Everywhere
Integrating Real World Examples in Your Course
Best Practices
Problem Statement:You have to buy shoes for your bridesmaids but all of the shoes are sized using the EU system. Use the information provided in this image to create a conversion chart to help you determine the EU sizes for your bridesmaids. Sizes: 7.5, 8, & 9.5
Bell Work
ShrekA. 5400 seconds
SeabiscuitB. 2.33 hours
Which is Movie is Shorter?How much shorter (in minutes)?
Shrek or Seabiscuit
Text/type in the name of the movie and how much shorter
that movie is in minutes as your response
Example: Toy Story 36.5 minutes
Mashup Examples
Task Example
Integrate real world examples when talking about abstract concepts to help scaffold student’s learningIntegrate a few questions similar to smaller or larger examples that engage students and are a quick check of understanding
Lectures
Best PracticesLearn how to integrate the provided Web 2.0 tools into assessmentsRecycle images/video clips for various purposes
Test questions, discussion board, blogs, etc.Create questions/tasks that have real world implications/applicationsAllow students to use Web 2.0 tools to display their visual and conceptual understanding
Maximizing educational technology tools provided in Course/Learning
Management Systems
Integrating Images in Assessments
Quizzes in your LMS
JournalBlogsDiscussion Boards
Assignments
Explore STEM on UTC’s campus using your technology (e.g. cell phone, tablet) or with the provided flip cams for 8 minutesIn small groups review what you captured and create at least one assignment for your students that will allow them to demonstrate their conceptual and visual understanding of STEM
Your Task
Show & Tell
Additional Examples
Instagram #1
There’s an App for ThatEvernoteField Notes LT
“For meaningful learning that supports problem-solving transfer, the learner must build an internal verbal representation from the presented verbal information, an internal visual representation from the presented visual information, and referential connections between these verbal and visual representations”
(Mayer & Sims, 1994, p. 390)
Summary
Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Ed Psyc, 82, 715-726.Mayer, R. E., & Sims, V. K. (1994). For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. Journal of Ed Psyc, 86 (3), 389-401.
Resources
