Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction
Research in Science & Technological Education,
Год журнала:
2024,
Номер
42(1), С. 157 - 179
Опубликована: Янв. 2, 2024
We
explored
the
semiotic
choices
children
in
grades
1–6
made
that
nurtured
embodied,
dramatizing
performances
science
classes
at
urban
public
schools,
serving
predominantly
students
of
color
a
large
US
city.
studied
how
such
school
and
home
settings
(when
instruction
was
remote
during
COVID-19
pandemic)
were
implicated
children's
knowledge
identity
construction
related
to
available
resources
positionings.
Multimodality
social
semiotics,
practice
theory,
positioning
theory
three
theoretical
anchors
guided
study,
along
with
sociocultural
sociopolitical
framings
education.
The
study
took
place
context
multi-year
collaboration
STAGE
(Science
Theatre
for
Advancing
Generative
Engagement)
among
teachers
university
educators
designing
studying
pedagogies
embodiment
as
part
students'
engagement
science.
ethnographic
design
larger
research
allowed
us
engage
over
year
each
class.
focus
this
is
on
teachers,
who
collaborated
teaching
artist,
using
data
from
video-recordings,
fieldnotes,
conversations
teachers.
findings
point
generative
nature
embodiments
terms
both
identities
constructing
factors
shaped
generativity.
These
include
(a)
available,
(b)
own
particular
interests
sources
excitement,
(c)
simultaneous
use
multiple
tools
offer
different
affordances
meaning
making.
affirm
multimodal
embodied
create
spaces
(classrooms
gatherings,
like
auditoria)
provide
opportunities
desettle
expected
axiological,
ontological,
epistemological
norms
often
dominate
teaching.
power
performing
arts
facilitating
development
connections,
solidarity,
feelings
peoples
materials.
Язык: Английский
A close look at children’s and adolescents’ arguments: combining a developmental, educational, and philosophical perspective
European Journal of Psychology of Education,
Год журнала:
2024,
Номер
40(1)
Опубликована: Ноя. 15, 2024
Abstract
It
is
broadly
admitted
that
social
contexts
of
reasoning
may
prompt
children
and
adolescents
to
improve
the
quality
their
reasoning.
However,
it
not
clear
how
this
be
assessed
when
comes
arguments
expressed
within
oral
interactions
in
diverse
settings
(whole-class
or
small-group
discussions)
by
students
different
ages
cultural
backgrounds.
This
study
aims
offer
a
methodological
contribution
issue
argument
assessment
adolescents,
looking
at
large,
annotated
corpus
dialogic
discussions
during
111
lessons
taking
place
five
countries.
Our
analysis
combines
structural
(Toulmin
Argument
Pattern)
functional
(Walton’s
argumentation
schemes)
approach
argumentative
findings
show
significant
variations
across
age
groups
settings.
The
discussion
points
out
importance
sociocultural
framing
development
continuation
research
methods
able
grasp
important
developmental
variations.
Язык: Английский
Argumentation in Early Childhood: A Systematic Review
Human Development,
Год журнала:
2022,
Номер
66(6), С. 397 - 413
Опубликована: Янв. 1, 2022
While
scientific
evidence
on
argumentation
among
preschool
children
is
the
rise,
it
dispersed
over
a
number
of
different
fields,
which
may
obfuscate
its
visibility,
merit,
and
potential.
The
aim
this
systematic
review
was
to
synthesize
existing
research
and,
as
such,
shed
more
concerted
theoretical
empirical
light
origins
well
early
development
human
capacity
argue.
Based
57
included
studies,
we
show
that
has
been
approached
from
numerous
perspectives,
with
dialogic
view
productive
eclecticism
between
argumentation,
developmental,
learning,
linguistic
theories
main
denominators.
also
documents
young
children’s
displays
range
structural-discursive,
socio-interactional,
developmental
features,
positioning
them
argumentative
agents
in
their
own
right.
We
discuss
implications
our
findings
terms
further
theory
building
practical
significance.
Язык: Английский
Teachers’ interventions in science education at primary school. The role of semiotic resources during argumentative interactions in classroom
Research in Science & Technological Education,
Год журнала:
2023,
Номер
42(1), С. 94 - 113
Опубликована: Авг. 11, 2023
Background
In
the
field
of
science
education,
adults
often
set
up
practical-based
activities
with
idea
stimulating
children's
reasoning
and
approaching
in
a
playful
way.
Although
potential
role
objects
social
practices
has
been
considered
literature,
how
teachers
work
on
semiotic
aspects
argumentation
is
still
less
explored.Purpose
this
paper,
purpose
to
identify
practice-based
experiences
settled
by
shape
education.Sample
design
methods
We
analyzed
tasks
involving
total
39
children
(6–7
years
old)
their
three
teachers,
coming
from
two
different
classrooms
cycle
1
(Harmos,
grades
3–4)Footnote1
recruited
French
speaking-part
Switzerland.
The
were
video-recorded
then
transcribed.
Through
lenses
pragma-dialectical
approach,
we
selected
argumentative
discussions
emerging
during
performed
qualitative
analysis
these
interactions,
looking
at
resources:
speech,
gaze
direction,
deictic
gestures,
position
physical
objects.Results
findings
show
that
play
crucial
sustaining
integration
resources
activities.Conclusion
As
classroom
evolves
through
mobilization
various
communicative
tools,
present
study
can
contribute
strengthen
interplay
between
channels
interaction
education
primary
school.
Язык: Английский
Recreation of Construction Patterns by 4-, 5- and 6-year-old Children 70 Years Ago and Today. Comparison of Test Results
Lubelski Rocznik Pedagogiczny,
Год журнала:
2023,
Номер
42(2), С. 77 - 91
Опубликована: Авг. 28, 2023
Introduction:
Recreation
of
construction
patterns
is
an
important
form
supporting
students’
cognitive
development.
Unfortunately,
a
lack
research
makes
it
impossible
to
characterise
the
skills
contemporary
children.
Research
Aim:
To
establish
current
ability
pre-school
children
reproduce
constructions
and
determine
how
these
have
changed
in
relation
conducted
70
years
earlier
(Popiel,
1955–1957).
Method:
In
order
compare
results
conducted,
tools
were
recreated
method
was
repeated.
Seven
finished
presented
recreating
them
recorded.
The
description
included
correctness
reconstructed
construction.
Results:
level
reproduction
similar.
However,
modern
are
better
at
more
difficult
constructions.
small
number
subjects
limits
generalising
power
study.
Conclusions:
study
shed
some
light
on
children’s
constructional
abilities.
They
indicate
that
situation
can
be
used
as
mental
differences
studies
caution
should
exercised
citing
findings
living
many
earlier.
needed
explore
issues
depth.
Язык: Английский
DOMINANSI TIPE-TIPE ARGUMENTASI ANAK-ANAK USIA DINI DALAM PERSPEKTIF STEPHEN TOULMIN: STUDI KASUS DICTO DAN IVO
Linguistik Indonesia,
Год журнала:
2024,
Номер
42(2), С. 425 - 444
Опубликована: Авг. 1, 2024
Kajian
terhadap
penalaran
anak
usia
dini
erat
kaitannya
dengan
perkembangan
metakognisi
anak.
Anak
yang
kuat
mengemukakan
argumennya
dalam
berkomunikasi
biasanya
mempunyai
kemampuan
metakognitif
tinggi.
mengenai
hal
ini
masih
sangat
jarang
ditemukan
di
Indonesia
berdasarkan
penelusuran
peneliti
dari
berbagai
sumber
referensi
dapat
diakses.
Sementara
itu,
argumen-argumen
tersebut
mendesak
untuk
dideskripsikan
mengingat
keterkaitannya
muda
sebagai
generasi
penerus
bangsa.
Berdasarkan
asumsi
maka
dilakukan
penelitian
argumentasi
dini.
Tujuan
adalah
mendeskripsikan
dominasi
tipe
pada
Perspektif
teoritis
digunakan
teori
argumen
Stephen
Toulmin.
Penelitian
merupakan
studi
kasus.
Studi
kasus
menempatkan
Dicto
dan
Ivo
subjek
ini.
Kedua
kecil
berjenis
kelamin
laki-laki,
berusia
4
tahun
berlatar
belakang
etnis
Sunda,
sedangkan
6
Jawa.
Data
berupa
tuturan
argumentatif
sejumlah
klaim
tanggapan
situasi
dikonstruksikan
instrumen
penelitiannya.
Peneliti
menganalisis
transkripsi
teks
video
atau
audio
berisi
spontan
dikonstruksi
oleh
disampaikan
kepada
kedua
melalui
orang
tuanya.
Hasil
menunjukkan
bahwa
dominan
Claim
+
Ground.