{"id":311,"date":"2020-07-25T14:17:41","date_gmt":"2020-07-25T13:17:41","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/?p=311"},"modified":"2023-12-04T14:37:24","modified_gmt":"2023-12-04T14:37:24","slug":"school-teachers","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/2020\/07\/25\/school-teachers\/","title":{"rendered":"SCHOOL TEACHERS"},"content":{"rendered":"
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\"Technology<\/h3>\n

Arguing\u00a0from data with AR for critical thinking \u00a0<\/span><\/span><\/h3>\n<\/div>\n
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Teaching argumentation from and supported by data is vital for students to develop critical thinking and problem-solving skills.<\/p>\n

Our projects and resources focus on socio-scientific dilemmas and AR games to support kids to learn how to identify fake information and argue from scientific data.<\/p>\n<\/div>\n

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\"Augmented\"Mobile\"Person\"TwoVISUALISING ARGUMENTATION<\/span><\/span><\/h2>\n<\/div>\n
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References<\/span><\/h3>\n<\/div>\n
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  1. \n

    Alexandra Okada, Raquel Pasternak Glitz Kowalski, Claudio Kirner & Patr\u00edcia Lupion Torres (2019)\u00a0Factors influencing teachers\u2019 adoption of AR inquiry games to foster skills for Responsible Research and Innovation, Interactive Learning Environments, 27:3, 324-335, DOI: 10.1080\/10494820.2018.1473257<\/a><\/span><\/span><\/p>\n<\/li>\n

  2. \n

    Okada, A., & Sherborne, T. (2018).\u00a0<\/a><\/span><\/span>Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil.\u00a0<\/a><\/span><\/span>Journal of Interactive Media in Education,\u00a01(18), 1-15.<\/a><\/span><\/span><\/p>\n<\/li>\n

  3. \n

    Okada, Alexandra<\/a>\u00a0(2014).\u00a0S<\/a>caffolding school students\u2019 scientific argumentation in inquiry-based learning with evidence maps<\/a>. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds.\u00a0Knowledge Cartography: Software Tools and Mapping TechniquesLondon: Springer London, pp. 135-172.<\/span><\/span><\/p>\n<\/li>\n

  4. \n

    Okada, Alexandra\u00a0and Buckingham Shum, Simon. (2008).\u00a0Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils\u2019 scientific argumentation.\u00a0International Journal of Research & Method in Education, 31 (3) pp. 291-315.<\/span><\/span><\/p>\n<\/li>\n

  5. \n

    Okada A. & Kowalski G (2019, in print).\u00a0Promovendo habilidades cient\u00edficas para a Pesquisa e Inova\u00e7\u00e3o Respons\u00e1veis (RRI) atrav\u00e9s da Metodologia de Projetos de Design e Escolariza\u00e7\u00e3o Aberta com a parceria entre Universidade e Escolas.\u00a0in eds. Patr\u00edcia Torres, Complexidade : redes e conex\u00f5es na produ\u00e7\u00e3o do conhecimento, Curitiba: SENAR – PR 2. ed.<\/span><\/span><\/p>\n<\/li>\n

  6. \n

    Okada, A. (2019, in print). \u00a0Mapas do Conhecimento com Recursos Educacionais Abertos Aplicados \u00e0 Coaprendizagem Baseada em Coinvestiga\u00e7\u00e3o, in eds. Patr\u00edcia Torres, Complexidade : redes e conex\u00f5es na produ\u00e7\u00e3o do conhecimento, Curitiba: SENAR – PR 2. ed.<\/span><\/span><\/p>\n<\/li>\n

  7. \n

    \u00a0Pinto, S. M., Ribeiro, S. F., Rocha, A. K. L. T., & Okada, A. L. P. (2018). Argumenta\u00e7\u00e3o de estudantes da educa\u00e7\u00e3o b\u00e1sica sobre dilemas s\u00f3cio-cient\u00edficos no Projeto ENGAGE.\u00a0Revista Ibero-Americana de Estudos em Educa\u00e7\u00e3o,\u00a013(1), 207-228.<\/span><\/span><\/p>\n<\/li>\n

  8. \n

    Ribeiro, S. F., Pinto, S. M. D. C., & Okada, A. L. P. (2017).\u00a0Forma\u00e7\u00e3o continuada de professores para o uso de dilemas s\u00f3cio cient\u00edficos com elementos de ubiquidade. Interfaces Cientificas,\u00a06(1), 107-124.<\/span><\/span><\/p>\n<\/li>\n<\/ol>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Arguing\u00a0from data with AR for critical thinking \u00a0 Teaching argumentation from and supported by data is vital for students to develop critical thinking and problem-solving skills. Our projects and resources focus on socio-scientific dilemmas and AR games to support kids … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[19],"tags":[],"class_list":["post-311","post","type-post","status-publish","format-standard","hentry","category-rri-data"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/posts\/311","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/comments?post=311"}],"version-history":[{"count":1,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/posts\/311\/revisions"}],"predecessor-version":[{"id":312,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/posts\/311\/revisions\/312"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/media?parent=311"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/categories?post=311"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/greenforum\/index.php\/wp-json\/wp\/v2\/tags?post=311"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}