Integration

We introduce the problem of detecting a group of students from classroom videos. The problem requires the detection of students from different angles and the separation of the group from other groups in long videos (one to one and a half hours).We use multiple image representations to solve the problem. We use FM components to separate each group from background groups, AM-FM components for detecting the back-of-the-head, and YOLO for face detection. We use classroom videos from four different groups to validate our approach. Our use of multiple representations is shown to be significantly more accurate than the use of YOLO alone.

Cognitive dissonance represents someone’s cognition discrepancy on a particular concept and then encouraging the person to comprehend that specific concept better. Cognitive dissonance can be constructed through the use of multiple representations in chemistry learning. Chemistry learning’s nature always involves abstract and complex concepts. Therefore, students mostly face difficulty understanding chemical concepts so that they experience misconceptions. This study seeks to describes the syntax of cognitive dissonance combined with multiple representations to illustrate the implementations of multiple representation based cognitive dissonance strategies (MRCD) in reducing the students’ misconception within chemistry learning. It descriptively examined the articles related to cognitive dissonance and multiple representations. The obtained data were secondary in the form of relevant research articles. The data were analyzed using a descriptive qualitative technique. The study results suggest that multiple representation-based cognitive dissonances consist of a number of phases, namely the prerequisite knowledge, creation of cognitive dissonance, implementation of attained knowledge, and reflection. Each of those phases involves multiple representations. In the end, the multiple representations-based cognitive dissonance strategy that refers to syntax has been confirmed to effectively reduce students’ misconception and improve the learning quality. The multiple representation-based cognitive dissonance strategy should be adopted in chemistry learning since it facilitates students to construct abstract chemical knowledge. Further, this strategy can bring the utmost results if combine with the constructivist learning model.

Mathematical problem solving in Basic General Education remains a pedagogical challenge closely related to conceptual understanding, representation, and logical reasoning. This study aimed to analyze the influence of visual thinking and the use of multiple representations on the development of mathematical problem-solving skills at this educational level. A quantitative approach with a quasi-experimental pretest–posttest design was applied to a sample of 120 fifth-, sixth-, and seventh-grade students from public urban schools. The intervention was based on the systematic use of diagrams, schemas, and visual representations within active learning methodologies. The results revealed statistically significant improvements in problem interpretation, procedure selection, and solution justification, as well as an increase in high-performance levels. The study concludes that visual thinking and multiple representations are effective instructional strategies for fostering meaningful and functional mathematical learning in Basic General Education.

Students organize scientific knowledge and reason about issues in the Earth sciences by manipulating internally-constructed mental models and socially-constructed, expressed, conceptual models. The Earth sciences, which focus on the study of complex, dynamic, Earth systems, may present unique cognitive difficulties to students in their development of authentic, accurate expressed conceptual models of these systems. This pilot study came about as we were seeking to construct inquiry modules to assist undergraduate students as they developed an understanding of eutrophication along the coastal margin, a good example of a complex, dynamic, environmental process. The modules we developed coupled the use of physical models and information technology (IT)-based multiple representations with an inquiry-based learning environment that allowed our students to develop and test their conceptual models based on available evidence and to solve authentic, complex, and ill-constrained problems. Our hypothesis was that the quality of students' conceptual models would predict their performance on inquiry modules, and that students' prior knowledge (measured by number of previous courses in geology) would mediate the strength of the relationship between students' model expression and their inquiry performance. Statistical results of this study indicated such a relationship existed only among students in the high prior knowledge group. In the light of our findings, we make recommendations for pedagogical accommodations to improve all undergraduates' abilities to understand complex, dynamic, environmental systems, with a particular emphasis on students who have lower levels of prior knowledge.

Studies indicate that the use of multiple representations in teaching helps students become better problem solvers. We report on a study to investigate students’ difficulties with multiple representations. We conducted teaching/learning interviews with 20 students in a first semester calculus‐based physics course. Each student was interviewed four times during the semester, each time after they had completed an exam in class. During these interviews students were first asked to solve a problem they had seen on the exam, followed by problems that differed in context and type of representation from the exam problem. Students were provided verbal scaffolding to solve the new problems. We discuss the common difficulties that students encountered when attempting to transfer their problem solving skills across problems in different representations.

This study examines the impact of implementing multiple representation method in responding to the challenge of learning science specifically in relation to enhancing students’ reasoning skill. Pre-experimental method was applied to obtain research data from participants consisted of 8th grader students at a private junior high school in Bandung, Indonesia. The effect on reasoning skill was studied from students’ arguments in answering question related to respiratory system. The arguments were then analyzed by the completeness of argument component, level of argument, and quality of argument referring to Toulmin’s argumentation pattern (TAP). The findings show that students experienced significant improvement in reasoning skill expressed in their arguments. The improvement was evident in the higher argument level and better argument quality achieved by students after the implementation of multiple representation method. In relation to quality of argument, the overall quality of argument shifted from the domination of weak arguments to the domination of strong arguments. Additionally, the use of multiple representation in learning assists students to be able to use various forms of information such as graphics, visual images, tables, scientific formula, and written expression in explaining concepts.

The power of The Geometer's Sketchpad® (GSP) for teaching and learning lies in its potential for enabling students to explore geometric concepts and recognize relationships among these concepts as illustrated through the use of multiple representations. This article explores two problems and examines how the use of tables along with GSP sketches may assist students in understanding these concepts. The first activity investigates the relationship of the length of a trapezoid's median (or midsegment) to that of its bases. The second involves showing how the area of a regular polygon approaches that of a circle when the number of sides increases. In both activities, we will start with the geometric object, look at the measurements, tabulate these, and make a graph to illuminate the situation.

When modelling a real-world phenomenon, it can often be useful to have multiple descriptions of the phenomenon, each expressed using a different modelling approach or representation. Different representations such as entity-relationship modelling, data ow modelling and use case modelling allow analysts to describe different aspects of real- world phenomena, thus providing a more thorough understanding than if a single representation were used. Researchers working with multiple representations have approached the problem from different directions, resulting in a diverse and potentially confusing set of terminologies. In this paper is described a viewpoint-based framework for discussing the use of multiple modelling representations to describe real-world phenomena. This framework provides a consistent and integrated terminology for researchers working with multiple representations. An abstract notation is also defined for expressing concepts within the framework.KeywordsMultiple RepresentationSoft System MethodologyAbstract NotationSoftware Development EnvironmentDiagram NotationThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Visualization and quantification methods are being developed to analyze our acoustic images of thermal plumes containing metallic mineral particles that discharge from hot springs on the deep seafloor. The acoustic images record intensity of backscattering from the particulate matter suspended in the plumes. The visualization methods extract, classify, visualize, measure and track reconstructions of the plumes, depicted by isointensity surfaces as 3D volume objects and 2D slices. The parameters measured, including plume volume, cross sectional area, centerline location (trajectory), surface area and isosurfaces at percentages of maximum backscatter intensity, are being used to derive elements of plume behavior including expansion with height, dilution, and mechanisms of entrainment of surrounding seawater. Our aim is to compare the observational data with predictions of plume theory to test and advance models of the behavior of hydrothermal plumes through the use of multiple representations.

Images, diagrams, and other forms of visualization are playing increasingly important roles in molecular life science teaching and research, both for conveying information and as conceptual tools, transforming the way we think about the events and processes the subject covers. This study examines how upper secondary and tertiary students interpret visualizations of transport through the cell membrane in the form of a still image and an animation. Twenty upper secondary and five tertiary students were interviewed. In addition, 31 university students participated in a group discussion and answered a questionnaire regarding the animation. A model, based on variation theory, was then tested as a tool for distinguishing between what is expected to be learned, what is present in the visualizations, and what is actually learned by the students. Three critical features of the ability to visualize biomolecular processes were identified from the students’ interpretations of the animation: the complexity of biomolecular processes, the dynamic and random nature of biomolecular interactions, and extrapolation between 2D and 3D. The results of this study support the use of multiple representations to achieve different learning goals.

Concurrent use of somatotopic and external reference frames in a tactile mislocalization task

This paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college. Based on gaps in the research knowledge, it also provides recommendations for further inquiry in particular areas. The studies reviewed here are selected from research conducted by the Community College Research Center (CCRC) and the National Center for Postsecondary Research (NCPR), from searches of the Education Full Text database for peer-reviewed articles, and from searches of Google Scholar for high-quality reports. The two key criteria for inclusion in the review are that (1) the study in question focuses on (a) an early assessment program in math; (b) a math bridge, boot camp, or brush-up; (c) a reform of developmental math; or (d) improvements to math instruction; and that (2) at least one of the study’s outcomes is related to changes in math or college performance. To evaluate the evidence, I report on each study’s design and findings. I also calculate each intervention’s effect size and categorize the effect size to compare impacts across the studies under review. Overall, the evidence is limited, but some of the interventions and reforms appear promising. The evidence on early assessment is minimal. The evidence on bridges, boot camps, and brush-ups suggests that short-term programs may only have short-term impacts. The evidence on different models of developmental reform varies depending on the reform model. For dominant models, it is positive (for compression models), insignificant (for learning communities), or negative (for modularization). For less prevalent models, it is positive (for mainstreaming) or needs further research (for statistics pathways). In terms of innovations that are strictly pedagogical, the strongest positive evidence is found for using structured forms of student collaboration and for building conceptual understanding through the use of multiple representations when teaching and solving problems. The evidence on computer-mediated instruction in the developmental math classroom is very mixed, with some studies finding positive effects and others finding negative effects.

A traditional obstacle in the use of multiple representations is the need to maintain traceability among the representations in the face of evolution. The introduction of software architecture, and architecture-based development, has brought this need to architectural descriptions and corresponding source code. Specifically, the task is to relate versions of architectural elements to versions of source code configuration items, and to update those relations as new versions of the architecture and source code are produced. We present ArchTrace, a new approach that we developed to address this problem. ArchTrace distinguishes itself by continuously updating traceability relations from architectural elements to code elements through a policy-based extensible infrastructure that allows a group of developers to choose a set of traceability management policies that best match their situational needs and/or working styles. We introduce the high-level approach of ArchTrace, discuss its extensible infrastructure, and present our current set of ten pluggable traceability management policies. We conclude with a retrospective analysis of data collected from a twenty month period of development and maintenance of Odyssey, a component-based software development environment comprised of over 50,000 lines of code. This analysis shows that our approach is promising: with respect to the ideal set of traceability links, the policies applied resulted in a precision of 95% and recall of 89%.

The focus of this paper is on the use of multimedia representations in the online lesson. The information presented here may be of interest to online instructors with varied levels of experience, yet it is geared more toward those who are new to online teaching. A central feature of this paper is the importance of the lesson plan, which can include identification of how multimedia will be used to create instructional messages for the lesson. The potential exists to increase the quality of instruction through the careful use of static and dynamic multimedia representations. Support for the use of multiple representations is documented in the research literature. The Journal of Educators Online, Volume 2, Number 1, January 2005

Education currently supported by technological developments such as artificial intelligence (AI) and robotics. Science learning based on higher-order thinking skills (HOTS) is needed as the main goal in learning. AI in teacher professional developments are the new way to be implemented. The purpose of this research was to describe the competency enhancement program for science teacher that assisted by AI in designing HOTS-based integrated science learning. 29 science teachers in West Java participated in this program. Descriptive analysis was used to analyze the data from all participants. The results revealed that the program held in blended learning with face-to-face sessions about higher order thinking skills in science learning, use of multiple representations in science learning, construct of science learnings’ theme, integrated science learning, and continued by online learning by web based-AI. Science teachers perceived helpfulness to integrate various science content, followed courses, held discussion, answer the tests, and validating lesson plan products. Teachers has new experiences for the implementation program.