scholarly journals Visual Representation Construction for Collective Reasoning in Elementary Science Classrooms

2021 ◽  
Vol 11 (5) ◽  
pp. 246
Author(s):  
Hye-Gyoung Yoon ◽  
Mijung Kim ◽  
Eun Ah Lee
Keyword(s):  
Scientific Reasoning ◽  
Instructional Strategy ◽  
Elementary Science ◽  
Meaning Making ◽  
Visual Representation ◽  
Critical Role ◽  
Classroom Talk ◽  
Science Classrooms ◽  
Study Approach ◽  
The Individual

There has been a recent increase in research interest in the ways that visual representation is used to facilitate students’ understanding in science classrooms. Yet while many studies have explored individual students’ drawing, few studies have looked into drawing as a collective tool to engage students in thinking and talking together in science classrooms. This study employed a case study approach to understand some of the possibilities for visual representation construction as a collective reasoning tool. By examining two cases of visual representation construction during classroom talk in two elementary science classrooms, this study demonstrates how teachers use visual representation as an instructional strategy, and how visualization engages students’ reasoning, meaning making, and social interactions. We selected two cases that demonstrate the emergence of the teacher’s and students’ drawing activities and analyzed each with a focus on the interactions that occur during the construction of visual representation and how this interaction promotes scientific reasoning and meaning making. For the case analysis, three researchers reviewed the video cases separately several times, and then collectively developed in-depth discussion to bring forth possible themes. The findings include (a) that there were common grounds of visual representation established for collective reasoning, and (b) that visual representations expanded knowledge and reasoning from the individual to social level, thus playing a critical role in students’ reasoning and knowledge building during classroom talk. Pedagogical questions and reflection are discussed for further research on visualization as a cognitive and social tool in classrooms.

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2013 ◽  
pp. 224-245 ◽  
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher’s and students’ grasp of science practice.

Analysis of Discourse Practices in Elementary Science Classrooms using Argument-Based Inquiry during Whole-Class Dialogue

2015 ◽  
pp. 880-901
Author(s):  
Matthew J. Benus ◽  
Morgan B. Yarker ◽  
Brian M. Hand ◽  
Lori A. Norton-Meier
Keyword(s):  
Scientific Reasoning ◽  
Elementary Science ◽  
Scientific Evidence ◽  
Science Writing ◽  
Science Classrooms ◽  
Discourse Practices ◽  
Science Teaching Practices ◽  
Teacher Professional ◽  
Whole Class ◽  
Observation Protocol

This chapter discusses an analysis of discourse practices found in eight different elementary science classrooms that have implemented the Science Writing Heuristic (SWH) approach to argument-based inquiry. The analysis for this study involved examining a segment of whole-class talk that began after a small group presented its claim and evidence and ended when the discussion moved on to a new topic, or when a different group presented. The framework for the analysis of this whole-class dialogue developed through an iterative process that was first informed by previous analysis, review and modification of other instruments, and notable anomalies of difference from this data set. Each classroom was then rated using the Reform Teaching Observation Protocol (RTOP), which provided a score for the extent to which the teacher was engaged with reform-based science teaching practices. Our analysis shows that elements of whole-class dialogue in argument-based inquiry classrooms were different across varying levels of RTOP implementation. Overall, low level RTOP implementation (little evidence of reformed-based practice) had a question and answer format during whole class talk that rarely included discourse around scientific reasoning and justification. Higher levels of RTOP implementation were more likely to be focused on student use of scientific evidence to anchor and develop a scientific understanding of “big ideas” in science. These findings are discussed in relation to teacher professional development in argument-based inquiry, science literacy, and the teacher's and students' grasp of science practice.

Monkey on My Back. An Autoethnographic Narrative of a Therapeutic Experience

2020 ◽  
Author(s):  
Adam Wiesner
Keyword(s):  
Personal Experience ◽  
Meaning Making ◽  
The Self ◽  
Symbolic Language ◽  
Discursive Practices ◽  
Therapeutic Experience ◽  
Postmodern Philosophy ◽  
The Moment ◽  
The Individual ◽  
Global Uncertainty

With a conscious attempt to contribute to contemporary discussions in mad/trans/queer/monster studies, the monograph approaches complex postmodern theories and contextualizes them from an autoethnographic methodological perspective. As the self-explanatory subtitle reads, the book introduces several topics as revelatory fields for the author’s self-exploration at the moment of an intense epistemological and ontological crisis. Reflexively written, it does not solely focus on a personal experience, as it also aims at bridging the gap between the individual and the collective in times of global uncertainty. There are no solid outcomes defined; nevertheless, the narrative points to a certain—more fluid—way out. Through introducing alternative ways of hermeneutics and meaning-making, the book offers a synthesis of postmodern philosophy and therapy, evolutionary astrology as a symbolic language, embodied inquiry, and Buddhist thought that together represent a critical attempt to challenge the pathologizing discursive practices of modern disciplines during the neoliberal capitalist era.

Affine Versus Non-Affine Fibril Kinematics in Collagen Networks: Theoretical Studies of Network Behavior

2005 ◽  
Vol 128 (2) ◽  
pp. 259-270 ◽  
Author(s):  
Preethi L. Chandran ◽  
Victor H. Barocas
Keyword(s):  
Network Model ◽  
Constitutive Modeling ◽  
Load Transfer ◽  
Critical Role ◽  
Affine Model ◽  
Tissue Equivalents ◽  
Scale Models ◽  
Macroscopic Deformation ◽  
The Individual ◽  
Open Question

The microstructure of tissues and tissue equivalents (TEs) plays a critical role in determining the mechanical properties thereof. One of the key challenges in constitutive modeling of TEs is incorporating the kinematics at both the macroscopic and the microscopic scale. Models of fibrous microstructure commonly assume fibrils to move homogeneously, that is affine with the macroscopic deformation. While intuitive for situations of fibril-matrix load transfer, the relevance of the affine assumption is less clear when primary load transfer is from fibril to fibril. The microstructure of TEs is a hydrated network of collagen fibrils, making its microstructural kinematics an open question. Numerical simulation of uniaxial extensile behavior in planar TE networks was performed with fibril kinematics dictated by the network model and by the affine model. The average fibril orientation evolved similarly with strain for both models. The individual fibril kinematics, however, were markedly different. There was no correlation between fibril strain and orientation in the network model, and fibril strains were contained by extensive reorientation. As a result, the macroscopic stress given by the network model was roughly threefold lower than the affine model. Also, the network model showed a toe region, where fibril reorientation precluded the development of significant fibril strain. We conclude that network fibril kinematics are not governed by affine principles, an important consideration in the understanding of tissue and TE mechanics, especially when load bearing is primarily by an interconnected fibril network.

scholarly journals Nonlinear visuoauditory integration in the mouse superior colliculus

2021 ◽  
Author(s):  
Shinya Ito ◽  
Yufei Si ◽  
Alan M. Litke ◽  
David A. Feldheim
Keyword(s):  
Superior Colliculus ◽  
Sensory Integration ◽  
Large Scale ◽  
Temporal Dynamics ◽  
Critical Role ◽  
Sensory Information ◽  
Population Level ◽  
Object Identification ◽  
Response Properties ◽  
The Individual

AbstractSensory information from different modalities is processed in parallel, and then integrated in associative brain areas to improve object identification and the interpretation of sensory experiences. The Superior Colliculus (SC) is a midbrain structure that plays a critical role in integrating visual, auditory, and somatosensory input to assess saliency and promote action. Although the response properties of the individual SC neurons to visuoauditory stimuli have been characterized, little is known about the spatial and temporal dynamics of the integration at the population level. Here we recorded the response properties of SC neurons to spatially restricted visual and auditory stimuli using large-scale electrophysiology. We then created a general, population-level model that explains the spatial, temporal, and intensity requirements of stimuli needed for sensory integration. We found that the mouse SC contains topographically organized visual and auditory neurons that exhibit nonlinear multisensory integration. We show that nonlinear integration depends on properties of auditory but not visual stimuli. We also find that a heuristically derived nonlinear modulation function reveals conditions required for sensory integration that are consistent with previously proposed models of sensory integration such as spatial matching and the principle of inverse effectiveness.

scholarly journals Giving and Receiving: A Case Study of the Stowaways Exhibit in Blood, Earth Fire - Whāngai, Whenua Ahi Kā at the Museum of New Zealand Te Papa Tongarewa

2021 ◽  
Author(s):  
◽  
Lynne Carmichael Allan
Keyword(s):  
New Zealand ◽  
Physical Environment ◽  
Development Process ◽  
Meaning Making ◽  
Museum Studies ◽  
Visitor Experience ◽  
Visitor Studies ◽  
Museum Exhibit ◽  
The Public ◽  
The Individual

<p>The role that the physical environment of an exhibition plays in the visitor's experience of a museum is a topic that, though increasingly acknowledged in museum studies, has not yet received detailed attention from researchers. The interaction of exhibitor and visitor, in and through exhibitions, can be situated in the wider context of the recent paradigm shirt within museum practice, towards communication with the public and developments in museum theory, which consider the qualitative aspects of the visitor experience as an active dialogue, conversation or a process of meaning-making. This dissertation examines the interactive exhibit Stowaways in the permanent exhibition, Blood, Earth, Fire - Whāngai, Whenua, Ahi Kā, at the Museum of New Zealand Te Papa Tongarewa. It considers the question 'How does the physical environment affect the meanings that the visitor makes in and after visiting the exhibition?' The study builds on existing New Zealand research, which questioned the gap between exhibition creation and visitor reception. A theoretical framework was constructed from relevant strands of the literature of museum studies, visitor studies and exhibition design. A qualitative approach was employed, in order to examine in detail both the exhibition development process and then how the visitor responded to the exhibition. Several methods were used to conduct the research, such as archival research and interviews with both the museum staff and seven visitors, who came with their families to the exhibit. The findings provide interesting evidence of the complex and deep affect that the built exhibition space can have on the visitor, not just at the time of the visit but long afterwards. This was an affect that rippled out from the individual to their family group and everyday life. This dissertation makes a small but significant contribution to museum studies in New Zealand, through an integrated examination of the production and reception of a museum exhibit, from the perspective of both the visitor and the museum. One of the main conclusions was to re-iterate the important role of exhibition evaluation in facilitating a more complete communication between museum and visitor, by allowing museum professionals to build on the experience of the development process in a way that can inform future practice.</p>

Potential Role of Darvyadi Kwatha in the Management of Diabetes

The Healer ◽  
2021 ◽  
Vol 2 (1) ◽  
pp. 80-86
Author(s):  
Shankar Gautam ◽  
Abhishek Upadhyay ◽  
Rashmi Mutha ◽  
BINOD KUMAR SINGH ◽  
Ram Kishor Joshi
Keyword(s):  
Causes Of Death ◽  
Potential Role ◽  
Critical Role ◽  
Animal Experiments ◽  
Safety Evaluation ◽  
New Drugs ◽  
Effective Management ◽  
The Individual ◽  
Glucose 6 Phosphate Dehydrogenase

Diabetes is a clinical condition characterized by a spike in blood glucose in plasma. It is one of the 21st century's greatest public health crises and is among the top 10 causes of death worldwide. Although new drugs and therapeutics are emerging for its management but the prevalence is increasing at an alarming pace; thus, every system must contribute for effective management. An effort is made to review the efficacy and safety evaluation of the individual herbs of Darvyadi Kwatha (DK), an Ayurvedic formulation mentioned in Charaka Samhita. The constituents of the DK has some strong efficient antidiabetic/hypoglycaemic chemical principle having insulin-triggering and insulin-like behaviors which increases the activity of glucose-6-phosphate dehydrogenase (G6PD) and glucokinase and decreases glucose-6-phosphatase activity, reduce oxidative stress and prevention of glutathione reductase, superoxide dismutase, and catalase activity play a critical role in glucose homeostasis. DK also improve biochemical parameters such as SGPT, SGOT, cholesterol and triglycerides and is found to be safe in animal experiments. The various evidences clearly indicates that DK has definite hypoglycemic potential as well as anti-diabetic activity.

Neoteny and Social Cognition: A Neuroscientific Perspective on Embodiment

2017 ◽  
Author(s):  
Vittorio Gallese
Keyword(s):  
Social Cognition ◽  
Interpersonal Relationships ◽  
Social Relations ◽  
Crucial Role ◽  
Meaning Making ◽  
Human Cognition ◽  
Distinctive Features ◽  
Somatic Development ◽  
The Individual ◽  
Evo Devo

The chapter will address the notion of embodiment from a neuroscientific perspective, by emphasizing the crucial role played by bodily relations and sociality on the evolution and development of distinctive features of human cognition. The neurophysiological level of description is here accounted for in terms of bodily-formatted representations and discussed by replying to criticisms recently raised against this notion. The neuroscientific approach here proposed is critically framed and discussed against the background of the Evo-Devo focus on a little explored feature of human beings in relation to social cognition: their neotenic character. Neoteny refers to the slowed or delayed physiological and/or somatic development of an individual. Such development is largely dependent on the quantity and quality of interpersonal relationships the individual is able to establish with her/his adult peers. It is proposed that human neoteny further supports the crucial role played by embodiment, here spelled out by adopting the explanatory framework of embodied simulation, in allowing humans to engage in social relations, and make sense of others’ behaviors.This approach can fruitfully be used to shed new light onto non propositional forms of communication and social understanding and onto distinctive human forms of meaning making, like the experience of man-made fictional worlds.

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