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Enhancing Conceptual and Visual Understanding of STEM Concepts Via Real World Images
- 1. Jennifer T. Ellis, Ph.D. University of Tennessee at Chattanooga jennifer-t-ellis@utc.edu 423-425-5677
- 2. Visualizing STEM in the Real World Enhancing Conceptual Understanding Enhancing Visual Understanding Learning Goals & Objectives Ways to use Images & Videos to Engage Learners UC/UTC Field Trip Show & Tell Wrap Up
- 6. Conceptual Understanding: The ability to apply knowledge across a variety of instances or circumstances Researchers 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).
- 7. 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
- 8. 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)
- 9. Goal Students will be aware of STEM concepts that they are exposed to in their daily lives Objectives Students will understand the relationship between their captured image/video and the key content Students will apply learning to real world problems
- 11. 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!
- 12. Brown Rice Buy Bulk A. 1.57 lb or rice for Bulk Price of $1.99/lb Brown Rice Prepackaged B. 32 ounce bag for $3.49
- 13. 6 Pack A. 6 1.06 pt. bottles for $3.49 1.25 Liter B. $0.98
- 14. Infiniti M Hybrid A. 32 Miles/Gallon Lexus HS 250h Hybrid B. 56.3 Kilometer/Gallon
- 16. 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.
- 17. B6 A. 100 mg B12 B. 500 mcg Note:1 00 mcg = 0.1 mg
- 18. PowerPoint A. 1.6 MB Excel B. 270 KB
- 19. Sugar A. 700 μm Salt B. 0.01 cm
- 20. Unit Conversions in the Real World
- 22. Best Practices
- 23. 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
- 24. Shrek A. 5400 seconds Seabiscuit B. 2.33 hours
- 25. 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
- 28. Integrate real world examples when talking about abstract concepts to help scaffold student’s learning Integrate a few questions similar to smaller or larger examples that engage students and are a quick check of understanding
- 29. Learn how to integrate the provided Web 2.0 tools into assessments Recycle images/video clips for various purposes Test questions, discussion board, blogs, etc. Create questions/tasks that have real world implications/applications Allow students to use Web 2.0 tools to display their visual and conceptual understanding
- 33. Explore STEM on UTC’s campus using your technology (e.g. cell phone, tablet) or with the provided flip cams for 8 minutes In 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
- 34. Show & Tell
- 44. “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)
- 45. 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.
- 46. Jennifer T. Ellis, Ph.D. jennifer-t-ellis@utc.edu 423-425-5677
Editor's Notes
- Use Wii games as an example with respect to time.