{"id":590,"date":"2018-03-09T17:50:02","date_gmt":"2018-03-10T00:50:02","guid":{"rendered":"https:\/\/blogs.ubc.ca\/mgrant\/?page_id=590"},"modified":"2018-03-27T10:22:38","modified_gmt":"2018-03-27T17:22:38","slug":"info-vis-for-stem","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/mgrant\/etec-533\/module-c\/info-vis-for-stem\/","title":{"rendered":"Info-Vis for STEM"},"content":{"rendered":"<p><span style=\"font-weight: 400;\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-623 aligncenter\" src=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/640px-Roof_hafez_tomb-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\" srcset=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/640px-Roof_hafez_tomb-300x225.jpg 300w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/640px-Roof_hafez_tomb.jpg 640w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/>I found that LfU- Learning for Use framework (Edelson, D. C. 2001) and Illuminations merged perfectly as the learner is motivated through simulations to understand the specific content or skills based on a recognition of the usefulness of that content beyond the learning environment. Moreover, Illuminations and Applets support increased motivation through tasks\/lessons that are constructed and scaffolded to allow the learner to perceive themselves to be competent (Srinivasan, S. et al., 2006). As a primary teacher, I often struggle with the implementation of stimulation activities and whether it is more advantageous over real hands-on applications. For instance, using Minecraft vs. Makerspace materials to evaluate the suitability of different materials and designs for their use in a building task. Finkelstein, N.D., et al., 2005 noted that simulation does not lend itself to students to\u201cmess around\u201d and it was less restrictive compared working with real equipment. For this reason, the below lesson integrates an inquiry-based task with simulations which can be used to enhance students\u2019 understanding of tessellations while making it learner-focused and meaningful (Edelson, D. C. 2001).<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-610\" src=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-26-at-4.21.15-PM-291x300.png\" alt=\"\" width=\"291\" height=\"300\" srcset=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-26-at-4.21.15-PM-291x300.png 291w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/Screen-Shot-2018-03-26-at-4.21.15-PM.png 611w\" sizes=\"auto, (max-width: 291px) 100vw, 291px\" \/><\/p>\n<p><i><span style=\"font-weight: 400;\">Motivation-\u00a0\u00a0<\/span><\/i><span style=\"font-weight: 400;\">Western education often artificially separates learning into discrete subject areas. An First Nation, Metis, Inuit (FNMI) \u00a0believe perspective uses an integrated approach. For example, the making of a star quilt would be seen as an art involving geometry (including symmetry and rotations), an opportunity to meet a quilt maker from the community, and a way to learn cultural teachings regarding the star pattern and quilt. Quiltmaking is often a communal experience and this working with others to meet a common goal is an opportunity to explore and learn about the importance of establishing and maintaining relationships (<\/span><span style=\"font-weight: 400;\">Education, A. 2005).<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Storytelling through quilting:<\/span><\/p>\n<p><iframe loading=\"lazy\" title=\"Telling a Story With Quilts - DIY Network\" width=\"640\" height=\"360\" src=\"https:\/\/www.youtube.com\/embed\/8eNeUHJgEvo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><i><span style=\"font-weight: 400;\">Elicit Curiosity: <\/span><\/i><span style=\"font-weight: 400;\">The mayor of our city has asked us to create a Canada 150 storytelling quilt and would like to display at the City Hall. The challenge is to use only tessellations with a 150 Canada symbol in the middle. <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Observe-\u00a0<\/span><\/i><a href=\"https:\/\/illuminations.nctm.org\/uploadedFiles\/Content\/Lessons\/Resources\/3-5\/TessellationOrNot.ppt\"><i><span style=\"font-weight: 400;\">Regular and Irregular Tessellations <\/span><\/i><\/a><\/p>\n<p><span style=\"font-weight: 400;\">In small groups, students are given an example of tessellations and \u201cnon-tessellations\u201d. These varieties allow students to see that tessellations can come in multiple forms and will help avoid misconceptions. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">This activity allows for different perspectives and experiences to commonly discuss tessellations. The LfU (Edelson, D. C. 2001) construstristivts model poses two processes that enable learners to construct understanding: <\/span><\/p>\n<p><span style=\"font-weight: 400;\">(a) observation through firsthand experience, and <\/span><\/p>\n<p><span style=\"font-weight: 400;\">(b) reception through communication with others.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Communicate-\u00a0<\/span><\/i><span style=\"font-weight: 400;\">A tessellation is a repeating pattern of polygons that covers a plane with no gaps or overlaps. What kind of tessellations can you make out of regular polygons? <\/span><a href=\"https:\/\/illuminations.nctm.org\/Activity.aspx?id=3533\"><span style=\"font-weight: 400;\">https:\/\/illuminations.nctm.org\/Activity.aspx?id=3533<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400;\">What shapes tessellate? If shapes can be combined to make patterns that repeat and cover the plane, then they tessellate. What patterns can you find?<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Which of the shapes tessellate by themselves? Can you cover the plane with just triangles? just squares? just pentagons?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Try to find a way to make a tessellation with just squares and octagons. Which other combinations of shapes tessellate?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Is there a way to tell if shapes with tessellate by looking at the properties of those shapes? How?<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">As Finkelstein, N.D., et al., 2005 stated computer-based activities: <\/span><\/p>\n<ol>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Increased student access to productive concepts, and repsrpesentations <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Constrain the students in productive ways. <\/span><\/li>\n<\/ol>\n<p><i><span style=\"font-weight: 400;\">Reflect-\u00a0<\/span><\/i><a href=\"https:\/\/calculationnation.nctm.org\/Games\/\"><i><span style=\"font-weight: 400;\">https:\/\/calculationnation.nctm.org\/Games\/<\/span><\/i><\/a><\/p>\n<p><span style=\"font-weight: 400;\">This will help ensure that they stay on task during the main lesson as well as give them an opportunity to examine the geometry and strategy used in the game without specifically focusing on it. \u00a0While students are playing the game, circulate the room, and ask students questions such as:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">How are you choosing where to put your next tile?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Which type of tile do you like using the best? \u00a0Why?<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Why do you think the game creators designed the game board in this way?<\/span><\/li>\n<\/ul>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-611\" src=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/neXtuGameBoard-300x157.png\" alt=\"\" width=\"300\" height=\"157\" srcset=\"https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/neXtuGameBoard-300x157.png 300w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/neXtuGameBoard-768x403.png 768w, https:\/\/blogs.ubc.ca\/mgrant\/files\/2018\/03\/neXtuGameBoard.png 884w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/p>\n<p><span style=\"font-weight: 400;\">Once students have completed one game, have select students share out strategies they used for winning or playing the game. <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Apply- The Exit Ticket: <\/span><\/i><span style=\"font-weight: 400;\">students generate a definition of a tessellation, in a group of four and provide each group with two images, an example and a non-example of a tessellation. The group should work together to determine which image is a tessellation and give a detailed explanation as to their answer. Be sure to have students also describe why the non-example is not a tessellation, as to clear up any misconceptions. <\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Extension-<\/span><\/i><span style=\"font-weight: 400;\">Finally, as a group the students can create a Canada 150 tessellation quilt piece. Similar to the FNMI culture, this quilt making experience will bring the classroom culture together to work collaboratively making the Canada 150 quilt (tessellations) to tell a story. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">I appreciated Finkelstein, N.D.,et al. (2005) stating that simulations are a useful tool to promote student learning. In saying that, whether it is virtual or real equipment used to promote conceptual knowledge either learning environment should foster the development of students\u2019 critical and reasoning skills. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">I stumbled across this resource, it did not fit this posting but I thought someone might find it helpful. <\/span><\/p>\n<p><b>Virtual Manipulatives<\/b><span style=\"font-weight: 400;\">: http:\/\/nlvm.usu.edu\/en\/nav\/topic_t_3.html <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Education, A. (2005). Our words, our ways: teaching First Nations, M\u00e9tis and Inuit learners. <\/span><i><span style=\"font-weight: 400;\">Edmonton, AB: Alberta Education<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Edelson, D. C. (2001). Learning\u2010for\u2010use: A framework for the design of technology\u2010supported inquiry activities. <\/span><i><span style=\"font-weight: 400;\">Journal of Research in Science teaching<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">38<\/span><\/i><span style=\"font-weight: 400;\">(3), 355-385.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Finkelstein, N.D., Perkins, K.K., Adams, W., Kohl, P., &amp; Podolefsky, N. (2005). When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment. <\/span><i><span style=\"font-weight: 400;\">Physics Education Research,1<\/span><\/i><span style=\"font-weight: 400;\">(1), 1-8<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Srinivasan, S., Perez, L. C., Palmer,R., Brooks,D., Wilson,K., &amp; Fowler. D. (2006). Reality versus simulation. Journal of Science Education and Technology, 15 (2), 137-141<\/span><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>I found that LfU- Learning for Use framework (Edelson, D. C. 2001) and Illuminations merged perfectly as the learner is motivated through simulations to understand the specific content or skills based on a recognition of the usefulness of that content &hellip; <a href=\"https:\/\/blogs.ubc.ca\/mgrant\/etec-533\/module-c\/info-vis-for-stem\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":50025,"featured_media":0,"parent":147,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-590","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/590","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/users\/50025"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/comments?post=590"}],"version-history":[{"count":5,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/590\/revisions"}],"predecessor-version":[{"id":624,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/590\/revisions\/624"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/pages\/147"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/mgrant\/wp-json\/wp\/v2\/media?parent=590"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}