Narration and multimodality: The role of the human body and material objects in science teaching

International Journal of Evaluation and Research in Education (IJERE), Год журнала: 2022, Номер 11(2), С. 617 - 617

Опубликована: Июнь 1, 2022

<span>This article seeks to shed light on the semiotic approach science teaching and learning. Essentially, mental representations of learners are also affected by sign vehicles employed communicate ideas in material world. Thus, any learning object appears as a representation, consisting acoustic visual forms, which affect its content. The human body’s kinetic modalities, spatial configurations (i.e., graphs, images), objects, prosody, well written spoken word constitute perceptual data that encode concepts. This particular paper deals with possibility more emphatic signifiers, i.e., body can create narrative spaces produce meaning during teaching. It discusses alternative uses objects along multiple interpretations their images evoke. As regards body, iconic, deictic, ergotic gestures analyzed forms autonomous dynamic when working other systems. Both rely upon ability learners’ imagination transport them worlds located outside classroom.</span>

Язык: Английский

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An Overview of Constructivism in the Special Needs Spectrum

E3S Web of Conferences, Год журнала: 2024, Номер 482, С. 04008 - 04008

Опубликована: Янв. 1, 2024

Constructivism has dominated science education the last decades exerting great influence in that field. Nevertheless, this not been case for special needs sector. Indeed, few researchers have tried to extend constructivism and even fewer investigated alternative ideas of students who lie within spectrum. The current study tries, through literature review, move along line present studies explored with needs. In particular, published were identified academic search engines which led citation chasing. collected data was read, scrutiny analyzed leading final incorporated article. Therefore, article presents a detailed holistic view these deal autism, learning difficulties as well deafness about diverse physical phenomena such mechanics, thermal phenomena, nature science. Research findings suggest tend use same conceptions those used by typical development, on different frequency thought. These clearly support belief holistic, inclusive education. Along line, can equip teachers appropriate tools design implement their plans based theory an framework. Consequently, fulfill act motivational call community expand research further group

Язык: Английский

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Families' Orientation of Children towards Science and Children's Perception of Science

Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi/Yüzüncü Yıl Üniversitesi Eğitim Fakültesi dergisi, Год журнала: 2024, Номер unknown

Опубликована: Авг. 8, 2024

This study aimed to examine the levels of families directing their children towards science and children's perception in a holistic framework. The research was conducted using mixed methods. Using criterion convenience sampling methods, 168 parents with preschool constituted group. group qualitative dimension included 11 between ages 3-6 children. Three different data collection tools were used study. A 5-point Likert-type, 18-item, 3-factor scale developed by Bal Kaya (2022) as quantitative tool. As tool, 6-question structured interview form researcher drawings obtained from used. result study, it determined that level families' orientation differed significantly according variables education child age, had significant effect on science.

Язык: Английский

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Έλεγχος Συσχέτισης της Αλγοριθμικής Σκέψης με την Ηλικία των Μαθητών/τριών Πρώτης Σχολικής Ηλικίας, στα Πλαίσια του Μαθήματος της Μελέτης Περιβάλλοντος

Έρευνα για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία, Год журнала: 2023, Номер 3(2), С. 69 - 98

Опубликована: Дек. 29, 2023

Στις μέρες μας, η εξάπλωση των νέων τεχνολογιών έχει αλλάξει τον τρόπο που ζούμε, μαθαίνουμε και εργαζόμαστε, γεγονός καθιστά επιβεβλημένη την καλλιέργεια δεξιοτήτων, όπως αυτών της υπολογιστικής σκέψης (ΥΣ), οι οποίες δεν αφορούν μόνο στη μελλοντική επαγγελματική σταδιοδρομία σημερινών μαθητών/τριών, αλλά επιπλέον είναι εφαρμόσιμες στην καθημερινή ζωή πολιτών μοντέρνων κοινωνιών. Στην παρούσα εργασία παρουσιάζεται ένα εργαλείο αξιολόγησης βασικών δεξιοτήτων ΥΣ μαθητών/τριών προσχολικής πρώτης σχολικής ηλικίας, το οποίο εφαρμόστηκε σε σχετική μελέτη διεξήχθη στο Ηράκλειο Κρήτης κατά σχολικό έτος 2018-2019 δείγμα 435 μαθητών/τριών. Ανάμεσα στα άλλα, ελέγχηκε συσχέτιση αλγοριθμικής – οποία θεμελιώδης δεξιότητα με ηλικία Α΄ Β΄ τάξης του Δημοτικού. Τα αποτελέσματα όχι επιβεβαίωσαν υπό εξέταση συσχέτιση, αλλά, επιπλέον, ανέδειξαν ότι αποτελεί προγνωστικό παράγοντα επιπέδων σκέψης, προβάλλοντας ανάγκη δημιουργίας αναπτυξιακά κατάλληλων εκπαιδευτικών πρακτικών καλλιέργειας ΥΣ.

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TRAVAILLER DANS L'ÉDUCATION AVEC LA COMPRÉHENSION DES CONCEPTS DES SCIENCES / WORKING IN EDUCATION WITH UNDERSTANDING THE CONCEPTS OF SCIENCE

European Journal of Education Studies, Год журнала: 2021, Номер 8(5)

Опубликована: Апрель 23, 2021

Cet article aborde la question des cadres théoriques plus larges pour l'enseignement sciences physiques et naturelles. Trois approches distinctes mais complémentaires sont discutées à cet égard : didactiques influencées par les courants psychologiques l'apprentissage, orientées l’enseignement une troisième tendance traditionnelle adaptées aux objets du savoir savant. This addresses the issue of broader theoretical frameworks for teaching physical and natural sciences. Three distinct but complementary approaches are discussed in this regard: educational influenced by psychological currents learning, teaching-oriented a third, more traditional trend adapted to objects scholarly knowledge. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0792/a.php" alt="Hit counter" /></p>

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PRATIQUES D’ENSEIGNEMENT SCIENTIFIQUE À LA PETITE ENFANCE / SCIENCE TEACHING PRACTICES IN EARLY CHILDHOOD EDUCATION

European Journal of Education Studies, Год журнала: 2021, Номер 8(9)

Опубликована: Авг. 7, 2021

<p>Cet article aborde la question des cadres théoriques interactions enseignant-élèves pour l'enseignement sciences physiques et naturelles à l’éducation scientifique petite enfance. Après avoir identifié les tendances internationales en matière d'initiation jeunes enfants aux sciences, nous présentons quelques approches clés qui étudient cette perspective. Dans ces approches, postures enseignants de l'équilibre relations entre pratiques médiation tutelle est éclairée sous différents angles.</p><p> </p><p>This addresses the of theoretical frameworks teacher-student for teaching physical and natural in early childhood science education. After identifying international trends literacy, we present some key approaches that explore this In these approaches, teachers' balance between mediation tutelage practices is illuminated from different </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0884/a.php" alt="Hit counter" /></p>

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