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Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context
University of Cape Town, South Africa.
Karlstad University, Sweden.ORCID iD: 0000-0003-4997-2938
Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering. (Visual Learning and Communication)ORCID iD: 0000-0001-8888-6843
2018 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 10, no 1, p. 123-134Article in journal (Refereed) Published
Abstract [en]

Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.

Place, publisher, year, edition, pages
2018. Vol. 10, no 1, p. 123-134
Keywords [en]
science education, thermal cameras, heat conduction, township schools
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-161955DOI: 10.16993/dfl.96OAI: oai:DiVA.org:liu-161955DiVA, id: diva2:1370194
Note

"This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See http://creativecommons.org/licenses/by/4.0/."

Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-12-12Bibliographically approved

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Publisher's full texthttps://www.designsforlearning.nu/articles/10.16993/dfl.96/

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Schönborn, Konrad

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