TY - JOUR
T1 - Learning about viruses
T2 - Representing Covid-19
AU - Manches, Andrew
AU - Ainsworth, Shaaron
N1 - Funding Information:
This research was funded in whole, or in part, by the Wellcome Trust (206205/Z/17/Z). For the purpose of open access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission.
Publisher Copyright:
Copyright © 2022 Manches and Ainsworth.
PY - 2022/1/3
Y1 - 2022/1/3
N2 - Covid-19 has significantly impacted children’s lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, like many other invisible scientific phenomena, understanding of viruses greatly depends upon how they are represented. Thus, we sought to understand the relative benefits and limitations of different forms for learning about the underlying biology of Covid-19. Applying an embodied learning lens, we analysed pictures, 3d models, gestures, dynamic visualisations, interactive representations, and extended reality identified through a state-of-the art-review. In so doing, we address the affordances and limitations of these forms in general and variation within them. We used this to develop a representational checklist that teachers and other adults can use to help them support children and young people’s learning about the biology of Covid-19.
AB - Covid-19 has significantly impacted children’s lives, requiring them to process multiple messages with significant emotional, social, and behavioural implications. Yet, the vast majority of these messages solely focus on behaviour. This is an oversight as children and young people can understand the biological properties and mechanisms of viruses when supported appropriately, thereby presenting an important opportunity for educators. However, like many other invisible scientific phenomena, understanding of viruses greatly depends upon how they are represented. Thus, we sought to understand the relative benefits and limitations of different forms for learning about the underlying biology of Covid-19. Applying an embodied learning lens, we analysed pictures, 3d models, gestures, dynamic visualisations, interactive representations, and extended reality identified through a state-of-the art-review. In so doing, we address the affordances and limitations of these forms in general and variation within them. We used this to develop a representational checklist that teachers and other adults can use to help them support children and young people’s learning about the biology of Covid-19.
KW - COVID-19
KW - education
KW - embodied learning
KW - representation
KW - review
KW - teachers
UR - http://www.scopus.com/inward/record.url?scp=85123162316&partnerID=8YFLogxK
U2 - 10.3389/feduc.2021.736744
DO - 10.3389/feduc.2021.736744
M3 - Article
AN - SCOPUS:85123162316
VL - 6
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 736744
ER -