Support Concept Development Research Articles

Design‐based research on the use of a tangible user interface for geometry teaching in an inclusive classroom

AbstractThis design‐based research study was conducted to identify what importance of a tangible user interface (TUI) can add to teaching and learning. Over a 2‐year period, teachers (n = 39) and students (n = 145) participated in the study. The identified problem for investigation was how students, including those with low fine motor skills and those with learning difficulties, develop geometry concepts combining cognitive and physical activity. A didactical application was designed during the first iteration and implemented in inclusive classrooms during the second and third iterations. Qualitative research methods were applied. A relationship between diverse students’ needs and geometry concept learning in relation to computer‐supported learning by TUI was discovered. Two dimensions were identified: (1) TUIs support concept development, with physical and virtual representations based on dynamic geometry assisted by TUI; (2) TUI manipulative properties support students who have low motor skills and difficulties in their geometry learning as well as in their inclusion in classroom activities. The study outcomes contributed to the design process of the TUI didactical application and its implementation in inclusive classrooms, and to the body of knowledge in teaching and learning geometry concepts applied for computer‐assisted learning environments supported by TUI.

Modelling of a Generic Near-Surface Disposal System

ABSTRACTDevelopment of numerical tools for performance assessment studies of radioactive waste disposal facilities, must address the management of the wide-ranging uncertainties associated with the long-term behaviour of these complex systems. Different approaches and assumptions are made in order to identify and describe relationships between the disposal system and its environment. They take into account, among other factors, the uncertainties associated with temporal evolution of the system within a proposed scenario; the landscape changes arising from future human actions, climate and geological events and processes; the relationships between components of the disposal system and its immediate environment; the behaviour and characteristics of radionuclides within the system and their role in contributing to radiation exposure. In all cases, the different scenario-based models are typically used to determine the radiological significance of potential future discharges from waste disposal facilities. However, it is important to keep always in mind that in any specific case, the purpose of developing and/or applying a model may vary from a simple calculation (e.g. to support concept development) to detailed site-specific performance assessment in support of a disposal license application. The assumptions and modelling simplifications that are appropriate to one type of calculation may not be so easily justified in different circumstances. In order to develop the capability of modelling different long-term scenarios for a generic disposal site for low and intermediate level radioactive wastes, implementation of models of both the near-field/geosphere and biosphere were performed using general approaches for geosphere-biosphere interface, with sub-models for the whole system.

Learning stoichiometry: a comparison of text and multimedia formats

Even after repeated instruction, first year college chemistry students are often unable to apply stoichiometry knowledge to equilibrium and acid-base chemistry problems. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes more meaningful learning. This study compares a technology-rich stoichiometry review course with a text-based study guide. The technology-rich course included: an overarching real-world story to both motivate the students and integrate ideas; the use of an exploratory virtual laboratory to support concept development and procedural practice; a variety of practice contexts; and feedback on both intermediate actions and submitted answers during student practice. The text-based study guide covered the same topics but without the dynamic interface, timely and informative feedback, or overarching storyline. Entering college freshmen volunteers were randomly assigned to either the technology-rich or the text-based materials. Analysis of post-test scores revealed a significant but small advantage for participants studying from the technology-rich course, but it was less important than the effects of SAT scores and gender. The degree of interaction with the Virtual Lab simulation was significantly directly related to post-test performance and eclipsed any effect of prior knowledge as measured by the SAT.

Supporting teachers in making innovative changes in the use of computer‐aided practical work to support concept development in physics education

There continues to be a gulf between what have been identified from the literature as the potential benefits of using computer‐aided practical work and the difficulties of realizing them as reported by practising teachers, even from those who are committed to the use of Information and Communication Technology (ICT). This article reports on a pilot study that aimed to explore ways in which teachers could be supported as they explore the extent to which this approach could enhance the development of pupils’ understanding of physics concepts. The study was based on a collaborative partnership between a researcher and a classroom teacher. The indications are that there is the potential for considerable benefits from such an approach, with the need for further development of materials and teaching methods being identified.

Sketching, concept development and automotive design

Sketching and its key role in concept design are identified, and the particular circumstances of automotive design described. A brief summary of work in the general field of concept sketching and visual thinking is presented. The particular characteristics of automotive design sketches; form lines, crown lines, area lines, shading and colouring are described, and a de-layering analysis undertaken. This demonstrates the primacy of form lines in the automotive design sketch. Observations, by video, of post-graduate students and six professional designers while sketching confirm the importance of the form lines in the design process, the interactive and iterative nature of concept development and the central role of the activity of sketching in this process. It is proposed that the design of CAD systems to support concept development must take account of the importance of sketching activity.

Automating concept development by analogical reasoning for advanced decision aids

Compared with conventional knowledge-based decision aids, decision support systems for product concept design must support concept development at the initial stage of human decision making. To support such processes, we must implement both interactive support and automated concept development. This paper is concerned with the latter, and proposes an automated concept development method using analogical reasoning. The features of the method are that it generates a new product similar to a given product with unique concepts and that it augments domain theory to expand the applicability of the new product. To validate the performance of the proposed method, we have applied the method to an electric appliance domain. From our experiments, the method has developed not only well-known concepts but also some unique concepts which have not been produced. Although the proposed method is very simple, it has a highly extensible architecture. Therefore, we conclude that the system can be used to support the initial stage of human decision making.