Learning Conditions in Education Supported by Geovisual analytics
2014 (English)Manuscript (preprint) (Other academic)
The aim of this paper is to understand emerging learning conditions, with a focus on complexity, in primary schools social science education, when a geovisual analytics’ visual storytelling methods are employed. To date, little attention has been paid to the role geovisual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for pupils in school. This study was conducted in three public primary schools, in four different social science classes, with pupils aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations. The learning conditions are distinguished by broad complexity emerging from the actors’ deeply intertwined relations in the activities. The paper argues that novel approaches to teaching and learning could benefit pupils’ knowledge building as they work with and analyse visualised data.
Place, publisher, year, edition, pages
Geovisual analytics; visual storytelling, data communication; task characteristics; data use; complexity; analytical reasoning
IdentifiersURN: urn:nbn:se:liu:diva-106884OAI: oai:DiVA.org:liu-106884DiVA: diva2:719233