Potential Abstract:
In the realm of education, the exploration of minimalist approaches has gained significant attention for its potential to enhance learning outcomes and promote critical thinking skills. At the same time, the open science movement has been advocating for transparency, reproducibility, and collaboration in research practices. This study seeks to investigate the impacts of minimalist approaches within the context of open science education through a semiotic analysis of inference processes. By focusing on how students engage with and make meaning from information in an open science setting, we aim to shed light on the effectiveness of minimalist strategies in enhancing students’ inferential reasoning abilities and understanding of complex scientific concepts. The study employs a mixed-methods research design, incorporating both quantitative measures of student performance and qualitative analysis of student discourse and artifacts. Data collection includes observations, surveys, interviews, and student work samples, providing a comprehensive view of the learning experiences within the minimalist, open science educational environment. The findings of this study have the potential to inform educators, curriculum designers, and policymakers about the benefits and challenges of integrating minimalist approaches within open science education, ultimately contributing to the ongoing dialogue surrounding innovative teaching practices and student learning outcomes.
Potential References:
- Visual formation of science content in young students’ multimodal compositions–seven content representations
- Minimum Possible. Minimalism, Semiotics and Common Sense
- Unpacking the Hertzsprung-Russell diagram: A social semiotic analysis of the disciplinary and pedagogical affordances of a central resource in astronomy
- Professionals read graphs: A semiotic analysis
- Registers of semiotic representation
