Review of Science Mathematics and ICT Education最新文献_第2页

L’actualité des Learning Analytics : quelques éléments d’un débat 学习分析新闻：辩论的一些要素

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3280

Daniel Peraya

引用次数: 0

Teaching history with the video game Assassin’s Creed: effective teaching practices and reported learning 用电子游戏《刺客信条》教授历史：有效的教学实践和报告学习

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3278

T. Karsenti, Simon Parent

引用次数: 5

Conflicts during Science concept formation in early childhood: barriers or turning points? 幼儿科学概念形成过程中的冲突:障碍还是转折点?

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3367

G. Fragkiadaki

{"title":"Conflicts during Science concept formation in early childhood: barriers or turning points?","authors":"G. Fragkiadaki","doi":"10.26220/REV.3367","DOIUrl":"https://doi.org/10.26220/REV.3367","url":null,"abstract":"Young children experience a wide range of conflicts during everyday educational reality. Instead of being intellectual barriers, conflicting situations have a critical role in young children’s learning and development in Science. The present study seeks to explore the kind of conflicts that occur during collective science experiences in early childhood settings and how conflicting situations act as turning points in child’s science concept formation. Empirical data were collected during a collective science experience centred on the natural phenomenon of cloud formation and cloud movement. One hundred and thirteen kindergarten students, aged 4.5 to 6.5 years old, from seven kindergarten classes in Greece participated in the overall study. Indicative case examples are presented. Methodological choices were determined by the dialectical-interactive method. The Cultural-Historical theory concepts of motives and demands and the interrelation between everyday concepts and scientific concepts were used as the main analytical tools. Three main categories of conflicts were noted: a) collisions, b) impasse situations, and c) provocative situations. The way children engaged with, managed and resolved the conflicting situations influenced the way children developed their thinking about the phenomena. It is argued that diverse conflicting situations opened a new space of thinking, created new learnings and led to new types of activity in science for the children. The study suggests that by highlighting, unpacking and facilitating conflicting situations, early childhood educators can create dynamic learning spaces within a pedagogical framework that respects and builds on each child’s perspective.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43545542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

A study of preschool children’s motive orientation during science activities 学龄前儿童科学活动中的动机取向研究

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3346

Clara Vidal Carulla, Karina Adbo

引用次数: 3

Children’s Astronomy. Shape of the earth, location of people on earth and the day/night cycle according to polish children between 5 and 8 years of age 孩子们的天文学。根据波兰5至8岁的儿童，地球的形状，人在地球上的位置和昼夜周期

Review of Science Mathematics and ICT Education Pub Date : 2020-06-24 DOI: 10.26220/REV.3345

J. Jelinek

引用次数: 4

The Competent Child: valuing all young children as knowledgeable commentators on their own lives 称职的孩子：重视所有年幼的孩子，将他们视为对自己生活有见识的评论员

Review of Science Mathematics and ICT Education Pub Date : 2020-06-23 DOI: 10.26220/REV.3369

A. Clark, R. Flewitt

{"title":"The Competent Child: valuing all young children as knowledgeable commentators on their own lives","authors":"A. Clark, R. Flewitt","doi":"10.26220/REV.3369","DOIUrl":"https://doi.org/10.26220/REV.3369","url":null,"abstract":"In this paper, we discuss the concept of ‘competency’ and ‘the competent child’ in relation to young children, particularly those who may be considered ‘less competent’ than others, whether through disability, ethnicity or socio-economic background. We critique normative discourses of ‘competency’ and consider how assumptions about competency in early childhood education can support or hinder young children’s learning. We ask how competent are we, as researchers and educators, in recognising and valuing young children’s perspectives? We ground our argument in brief accounts of findings from two UK-based early childhood research studies which were both founded on the principle that all young children are knowledgeable commentators on their own lives. The first example is taken from a small-scale study exploring the learning experiences of four-year-old children with special educational needs who attended both ‘special’ and ‘mainstream’ early education settings. The second example draws on a longitudinal study with young children aged three to eight years in the re-design of their early childhood education environment. We critique normative conceptualisations of competency and the competent child, and we adopt a socio-material perspective to disentangle how perceptions of competence configure the relationship between competency, participation and pedagogy.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41827848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Mathematical teaching in Nursery Schools in England; A way forward for mathematical pretend play and democratic pedagogies 英国幼儿园的数学教学数学模拟游戏和民主教学法的前进之路

Review of Science Mathematics and ICT Education Pub Date : 2020-06-23 DOI: 10.26220/REV.3370

E. Carruthers

引用次数: 0

Blockchain technology applications in teaching and curriculum construction 区块链技术在教学和课程建设中的应用

Review of Science Mathematics and ICT Education Pub Date : 2020-02-26 DOI: 10.26220/REV.3279

V. Koulaidis

引用次数: 0

ICT Education: 48th Annual Conference of the Southern African Computer Lecturers’ Association, SACLA 2019, Northern Drakensberg, South Africa, July 15–17, 2019, Revised Selected Papers 信息通信技术教育:第48届南非计算机讲师协会年会，SACLA 2019，北德拉肯斯堡，南非，2019年7月15日至17日，修订论文选集

Review of Science Mathematics and ICT Education Pub Date : 2020-01-01 DOI: 10.1007/978-3-030-35629-3

Phoebe Chen, A. Cuzzocrea, Xiaoyong Du, Orhun Kara, Ting Liu, K. Sivalingam, D. Ślęzak, T. Washio, Xiaokang Yang, Junsong Yuan, Simone Diniz Junqueira Barbosa, B. Tait, J. Kroeze, S. Gruner

引用次数: 0

A semiotic approach for the teaching of energy: linking mechanical work and heat with the world of objects and events 能量教学的符号学方法:将机械功和热与物体和事件的世界联系起来

Review of Science Mathematics and ICT Education Pub Date : 2020-01-01 DOI: 10.26220/REV.3563

P. Pantidos, Damien Givry

{"title":"A semiotic approach for the teaching of energy: linking mechanical work and heat with the world of objects and events","authors":"P. Pantidos, Damien Givry","doi":"10.26220/REV.3563","DOIUrl":"https://doi.org/10.26220/REV.3563","url":null,"abstract":"In this study an effort is made to provide links between the world of physics (theoretical) model about energy transfer with the world of objects and events. Taking into account a holistic approach on energy based on conservation of energy principle and a semiotic approach based on the multimodality of teaching, it was investigated whether a ‘no contact, contact plus change’ pattern can signify in the material world the separation and the interaction between the physical systems and the changes within the systems. An analysis of a teacher’s actions from a physics lesson and a physics textbook concerning mechanical work and heat as mechanisms of energy transfer was made, identifying the no contact, contact + change pattern in speech, written text, bodily acts and inscriptions. It was shown that this semiotic schema has the potential to transfer the physics model about mechanical work and heat to the world of objects and events avoiding ambiguities that create conceptual blending between transformation and transfer of energy. In addition , illustrating the idea of change by movement for mechanical work (position change) and by haptic contact or different colours for heat (temperature change) might be of great importance in teaching activities about transfer of energy.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2