SCHOOL TEACHERS

Arguing from data with AR for critical thinking

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 to learn how to identify fake information and argue from scientific data.

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Person Checking Data

Augmented Reality Glasses

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VISUALISING ARGUMENTATION

References

Alexandra Okada, Raquel Pasternak Glitz Kowalski, Claudio Kirner & Patrícia Lupion Torres (2019) Factors influencing teachers’ 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
Okada, A., & Sherborne, T. (2018). 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. Journal of Interactive Media in Education, 1(18), 1-15.
Okada, Alexandra (2014). Scaffolding school students’ scientific argumentation in inquiry-based learning with evidence maps. In: Okada, Alexandra; Buckingham Shum, Simon J. and Sherborne, Tony eds. Knowledge Cartography: Software Tools and Mapping TechniquesLondon: Springer London, pp. 135-172.
Okada, Alexandra and Buckingham Shum, Simon. (2008). Evidence-Based Dialogue Maps as a research tool to evaluate the quality of school pupils’ scientific argumentation. International Journal of Research & Method in Education, 31 (3) pp. 291-315.
Okada A. & Kowalski G (2019, in print). Promovendo habilidades científicas para a Pesquisa e Inovação Responsáveis (RRI) através da Metodologia de Projetos de Design e Escolarização Aberta com a parceria entre Universidade e Escolas. in eds. Patrícia Torres, Complexidade : redes e conexões na produção do conhecimento, Curitiba: SENAR - PR 2. ed.
Okada, A. (2019, in print). Mapas do Conhecimento com Recursos Educacionais Abertos Aplicados à Coaprendizagem Baseada em Coinvestigação, in eds. Patrícia Torres, Complexidade : redes e conexões na produção do conhecimento, Curitiba: SENAR - PR 2. ed.
Pinto, S. M., Ribeiro, S. F., Rocha, A. K. L. T., & Okada, A. L. P. (2018). Argumentação de estudantes da educação básica sobre dilemas sócio-científicos no Projeto ENGAGE. Revista Ibero-Americana de Estudos em Educação, 13(1), 207-228.
Ribeiro, S. F., Pinto, S. M. D. C., & Okada, A. L. P. (2017). Formação continuada de professores para o uso de dilemas sócio científicos com elementos de ubiquidade. Interfaces Cientificas, 6(1), 107-124.