Taking on the Heat--A Narrative Account of How Infrared Cameras Invite Instant Inquiry

Autor/inn/en	Haglund, Jesper; Jeppsson, Fredrik; Schönborn, Konrad J.
Titel	Taking on the Heat--A Narrative Account of How Infrared Cameras Invite Instant Inquiry
Quelle	In: Research in Science Education, 46 (2016) 5, S.685-713 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-015-9476-8
Schlagwörter	Foreign Countries; Photography; Energy; Physics; Science Instruction; Science Curriculum; Heat; Inquiry; Technology Integration; Scientific Concepts; Handheld Devices; Visualization; Science Laboratories; Laboratory Experiments; Laboratory Procedures; Elementary School Science; Elementary School Students; Grade 4; Science Process Skills; Prediction; Observation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Fotografie; Energie; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hitze; Visualisation; Visualisierung; Laboratory work; Laborarbeit; Laboruntersuchung; School year 04; 4. Schuljahr; Schuljahr 04; Vorhersage; Beobachtung; Schweden
Abstract	Integration of technology, social learning and scientific models offers pedagogical opportunities for science education. A particularly interesting area is thermal science, where students often struggle with abstract concepts, such as heat. In taking on this conceptual obstacle, we explore how hand-held infrared (IR) visualization technology can strengthen students' understanding of thermal phenomena. Grounded in the Swedish physics curriculum and part of a broader research programme on educational uses of IR cameras, we have developed laboratory exercises around a thermal storyline, in conjunction with the teaching of a heat-flow model. We report a narrative analysis of how a group of five fourth-graders, facilitated by a researcher, predicts, observes and explains (POE) how the temperatures change when they pour hot water into a ceramic coffee mug and a thin plastic cup. Four chronological episodes are described and analysed as group interaction unfolded. Results revealed that the students engaged cognitively and emotionally with the POE task and, in particular, held a sustained focus on making observations and offering explanations for the scenarios. A compelling finding was the group's spontaneous generation of multiple "what-ifs" in relation to thermal phenomena, such as blowing on the water surface, or submerging a pencil into the hot water. This was followed by immediate interrogation with the IR camera, a learning event we label instant inquiry. The students' expressions largely reflected adoption of the heat-flow model. In conclusion, IR cameras could serve as an access point for even very young students to develop complex thermal concepts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01