This chapter presents event diagrams as a representational tool that allows students to visualize relativistic phenomena. It puts particular emphasis on thought experiments that can help students obtain a deeper understanding of physical phenomena that are hard to imagine. The chapter is intended for readers who look for instructional models to teach concepts of special relativity at the secondary school level, and also, for those who wish to learn more about thought experiments as instructional tools. Students perform the thought experiment by drawing light propagation in the event diagram. Compared to the traditional presentation of thought experiments, the event diagram stimulates students to reason with light propagation more explicitly. Like all external representations, event diagrams are a simplified and idealized display of reality and are inherently limited. To wrap up, the authors have shown how their tasks stimulate students to perform thought experiments by drawing light propagation in event diagrams.
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In this paper we present visual methodologies attuned to the networked nature of digital images. First, we describe approaches to image research in which images are not separated from their network, but rather studied 'en groupe'. Here, we contrast approaches that treat images as data, and those that regard images as content. Second, we focus on the production of images for digital research, presenting three of their functions: a) the creation of diagrams that facilitate collaboration in interdisciplinary research teams; b) the use of visualizations for cross-platform image analysis; and c) designing images for public participation. Most importantly, such visualizations are not used to form the esthetic culmination of analytical work, but are rather functional tools for digital research that serve parts of the entire research process, from its formulation and operationalization to the engagement of a broader public.
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Junior design professionals experience conflicts in collaboration with others, with value differences being one of the issues influencing such conflicts. In a retrospective interview study with 22 design professionals, we collected 32 cases of perceived conflicts. We used a grounded theory approach to analyse these cases, resulting in five conflict categories that group 24 distinct value differences arising in 10 critical moments, an event that causes the value-based conflict. Thus, value differences are underlying the perceived conflicts of junior design professionals on many different occasions during collaboration with others. Conclusions are drawn on setting up guidelines for addressing values in co-design practices and supporting junior designers in their professional development.
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