Multimedia in science teaching: Bridging scholars and science educators

• Type: Article in International Conference Proceedings Book
• Date: 2018

Authors

Jorge Mota (Author) Other; Carla Morais (Author) FCUP; Luciano Moreira (Author) FEUP

Conference proceedings International

Title: EDULEARN18

Pages: 5528-5537

Indexing

ISI Web of Knowledge - 0 Citations

ISI Web of Science

Other information

Authenticus ID: P-00P-N9N

DOI: 10.21125/edulearn.2018.1330

Abstract (EN): Considering the European guidelines about the education's change through information and communications technologies and the gap between researchers and teachers, the goal of this research was to identify and reflect on the conditions of genesis and sustainable development of an affinity space for science education using multimedia: mSciences [mCiencias]. The research felt into three different empirical studies. In the first study, a syncretic notion based on social learning systems, such as communities of practice and affinity spaces, was adopted to lead an action-research process on a previous existent online platform - that was developed for making available the research that had been carried out in Portugal, between 2010 and 2015 and targeted for all who might be interested in multimedia in science teaching. Through this platform we aimed to implement strategies to attract and to retain the public and therefore, progressively, create a community of peers. In the second study, based on the theory of planned behaviour, we assessed 60 science teachers about their beliefs and their intention of participation (registration, sharing or comment on projects, practices or resources) in the affinity space mSciences. In the third study, we conducted a thematic analysis of qualitative data gathered through an online questionnaire sent to nine participants that interacted in different degrees with the mSciences platform. Results led us to introduce several changes in the previous platform to include the features associated with affinity spaces. The intention towards the participation in the mSciences platform of the science teachers revealed a high degree of perceived behavioural control on the detected positive intention of participation (70% of the participants). By using a syncretic notion between communities of practice and affinity spaces, it was possible to start devising bridges between researchers and science teachers that hopefully might enable future improvements of practice through links with research. Identifying the main underlying beliefs of teacher's adherence to affinity spaces allowed the development of future lines of action to challenge negative beliefs. For example, it seems to be important to design persuasive communication actions to present the participation on the affinity space as a non-time-consuming activity, that does not compete or interfere with other professional or personal activities, but instead an activity that can be seen as a way for sharing ideas, practices and resources among science teachers, aiming the improvement of their professional development. Acting on the subjective evaluation of a belief, mainly on increasing the subjective evaluation of control beliefs, might increase the intention to participate but also the actual participation. The current results can be taken into consideration when designing new national or international platforms, suggesting a conceptual turn from affinity spaces into affinity communities. Such affinity communities might reduce the distance between researchers and teachers, thus enabling future transmission of learning innovations from research to educational practice, allowing practitioners to integrate research findings into their practices but also to make researchers aware of what is important to practitioners.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 10