In this study, we attempt to understand better the influence of scientific teaching on the intellectual development of 5 to 6 year old children. The conception of child intellectual development used is based on a model suggested by Piaget and Garcia, which explains the transformations of the understanding of the world by young children, and on Vygotskian conception which emphasizes the importance of the adult mediation and tutoring. Then, we developed a sequence of activities involving the understanding of shadow formation by young children, with the aim of transforming the way they understand physical phenomena. This sequence was carried out in kindergarten, with a group of pupils thought by their own teacher. The children's progresses were analysed, using their own statements and graphic productions, obtained during individual interviews achieved first before the teaching sequence, and then two months later. The collected data show that children progress in their reading of reality, as they come out of the purely perceptive framework (";;;intra-objectal";;;), by building observables which imply an ";;; inter-objectal ";;; treatment of physical phenomena. These conclusions reinforce the idea that a scientific initiation in kindergarten, based on a good knowledge of the children's abilities, contributes to their intellectual development.
{"title":"Éducation scientifique et développement intellectuel du jeune enfant","authors":"Marcela Resta-Schweitzer, A. Weil-Barais","doi":"10.26220/REV.102","DOIUrl":"https://doi.org/10.26220/REV.102","url":null,"abstract":"In this study, we attempt to understand better the influence of scientific teaching on the intellectual development of 5 to 6 year old children. The conception of child intellectual development used is based on a model suggested by Piaget and Garcia, which explains the transformations of the understanding of the world by young children, and on Vygotskian conception which emphasizes the importance of the adult mediation and tutoring. Then, we developed a sequence of activities involving the understanding of shadow formation by young children, with the aim of transforming the way they understand physical phenomena. This sequence was carried out in kindergarten, with a group of pupils thought by their own teacher. The children's progresses were analysed, using their own statements and graphic productions, obtained during individual interviews achieved first before the teaching sequence, and then two months later. The collected data show that children progress in their reading of reality, as they come out of the purely perceptive framework (\";;;intra-objectal\";;;), by building observables which imply an \";;; inter-objectal \";;; treatment of physical phenomena. These conclusions reinforce the idea that a scientific initiation in kindergarten, based on a good knowledge of the children's abilities, contributes to their intellectual development.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"60 1","pages":"63-82"},"PeriodicalIF":0.0,"publicationDate":"2012-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265526","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}
Pub Date : 2012-07-19DOI: 10.1080/00221348208980714
Dimitris Koliopoulos, C. Constantinou
The special issue consists of five articles, which could serve a productive and generative role in the wider discussion on teaching and learning about energy.
本期特刊包括五篇文章，可以在更广泛的关于能源教学的讨论中发挥富有成效和创造性的作用。
{"title":"Energy in Education","authors":"Dimitris Koliopoulos, C. Constantinou","doi":"10.1080/00221348208980714","DOIUrl":"https://doi.org/10.1080/00221348208980714","url":null,"abstract":"The special issue consists of five articles, which could serve a productive and generative role in the wider discussion on teaching and learning about energy.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"3-6"},"PeriodicalIF":0.0,"publicationDate":"2012-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00221348208980714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58986835","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}
Doriana Colonnese, P. Heron, M. Michelini, L. Santi, A. Stefanel
A vertically integrated, research-based approach to teaching the concept of energy in primary, middle and upper secondary schools was designed. In primary school, the energy concept is developed from the idea of a state property of bodies, occurring in four types, which transform from one to another during interactions. In middle school, transformations are analyzed in terms of variations in quantities associated with each energy type in simple experiments. In upper secondary school, the conservation of energy is addressed through the conversion of the different types into internal energy to identify their formal definitions. The learning process is monitored by means of students’ responses to tutorials and pre/post-tests, and interviews.
{"title":"A vertical pathway for teaching and learning the concept of energy","authors":"Doriana Colonnese, P. Heron, M. Michelini, L. Santi, A. Stefanel","doi":"10.26220/REV.1696","DOIUrl":"https://doi.org/10.26220/REV.1696","url":null,"abstract":"A vertically integrated, research-based approach to teaching the concept of energy in primary, middle and upper secondary schools was designed. In primary school, the energy concept is developed from the idea of a state property of bodies, occurring in four types, which transform from one to another during interactions. In middle school, transformations are analyzed in terms of variations in quantities associated with each energy type in simple experiments. In upper secondary school, the conservation of energy is addressed through the conversion of the different types into internal energy to identify their formal definitions. The learning process is monitored by means of students’ responses to tutorials and pre/post-tests, and interviews.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"21-50"},"PeriodicalIF":0.0,"publicationDate":"2012-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265619","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}
Energy, like “the whole of science…is nothing more than a refinement of everyday thinking” (Einstein, 1936). It is a refinement in two respects, both conceptually, in the particular canonical features of the concept, and epistemologically, in the kind of intellectual pursuit the concept supports. Drawing on data from the third author’s third-grade class, we show evidence of children’s productive conceptual and epistemological resources for understanding energy. We discuss how responsive teaching can help students tap into and refine these resources, as well as the notion of responsive curriculum and our first steps in designing a prototype.
{"title":"Responsive teaching and the beginnings of energy in a third grade classroom","authors":"David M. Hammer, F. Goldberg, Sharon Fargason","doi":"10.26220/REV.1694","DOIUrl":"https://doi.org/10.26220/REV.1694","url":null,"abstract":"Energy, like “the whole of science…is nothing more than a refinement of everyday thinking” (Einstein, 1936). It is a refinement in two respects, both conceptually, in the particular canonical features of the concept, and epistemologically, in the kind of intellectual pursuit the concept supports. Drawing on data from the third author’s third-grade class, we show evidence of children’s productive conceptual and epistemological resources for understanding energy. We discuss how responsive teaching can help students tap into and refine these resources, as well as the notion of responsive curriculum and our first steps in designing a prototype.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"51-72"},"PeriodicalIF":0.0,"publicationDate":"2012-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266004","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}
The proposed study aims to identifying the reasoning ways of students relative to the concept of electrostatic field. At first, we suggested interpreting the support of students reasoning by a ‘dualistic model’ associating the existence of an electrostatic field with presence of two types of charges: a source charge and a test charge. We finally analysed students reasoning in terms of modelling process in diversified situations. Our theoretical framework leans on the ‘theory of the modelling’ developed in didactics of the physics by Tiberghien. Our analyses of semi directive individual interviews lead to consider that the students implement a model of reasoning which takes support on a concrete element which allows mediating the relationship between the objects and events world and of the theories and the models world.
{"title":"Concept de champ électrostatique : Modes de raisonnement des étudiants Tunisiens","authors":"Kaouther Rassaa","doi":"10.26220/REV.91","DOIUrl":"https://doi.org/10.26220/REV.91","url":null,"abstract":"The proposed study aims to identifying the reasoning ways of students relative to the concept of electrostatic field. At first, we suggested interpreting the support of students reasoning by a ‘dualistic model’ associating the existence of an electrostatic field with presence of two types of charges: a source charge and a test charge. We finally analysed students reasoning in terms of modelling process in diversified situations. Our theoretical framework leans on the ‘theory of the modelling’ developed in didactics of the physics by Tiberghien. Our analyses of semi directive individual interviews lead to consider that the students implement a model of reasoning which takes support on a concrete element which allows mediating the relationship between the objects and events world and of the theories and the models world.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"97-109"},"PeriodicalIF":0.0,"publicationDate":"2012-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266759","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}
In French primary school, a school life assistant is subsidiary staff of the teacher, to help in the schooling of a handicapped pupil, in an ordinary class. This article redraws the synthesis of a research made within the framework of a Master's degree, about the activities of these school life assistants, in French primary school. The objective is to find out resources for a good regulation of this situation of help, especially educative gestures adjustment and educative skills needed for school life assistants to fulfil there missions. Through the study of the attitude of a school life assistant helping an autistic pupil, Metis (Ulysses'artifice) and the intelligence of Kairos have been analysed concerning educative gestures adjustment, to give this educative situation a new intelligibility. The collaboration between the teacher and the assistant has also been observed, to think of better professional training.
{"title":"Identifier les habiletés éducatives et gestes professionnels d’ajustement d’un Auxiliaire de vie scolaire accompagnant un élève autiste","authors":"Nadeige Chauvot, Nicole Mencacci","doi":"10.26220/REV.87","DOIUrl":"https://doi.org/10.26220/REV.87","url":null,"abstract":"In French primary school, a school life assistant is subsidiary staff of the teacher, to help in the schooling of a handicapped pupil, in an ordinary class. This article redraws the synthesis of a research made within the framework of a Master's degree, about the activities of these school life assistants, in French primary school. The objective is to find out resources for a good regulation of this situation of help, especially educative gestures adjustment and educative skills needed for school life assistants to fulfil there missions. Through the study of the attitude of a school life assistant helping an autistic pupil, Metis (Ulysses'artifice) and the intelligence of Kairos have been analysed concerning educative gestures adjustment, to give this educative situation a new intelligibility. The collaboration between the teacher and the assistant has also been observed, to think of better professional training.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"27-40"},"PeriodicalIF":0.0,"publicationDate":"2012-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69267050","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}
Emmanuel Moudouma, J. Ginestié, Hélène Cheneval-Armand
This article presents the outcomes of a study on the practises of Gabonese teachers who teach in the fields of industrial technical and vocational education. This study is interested in their daily activities and aims at characterising the inevitable variation which exists between the knowledge with work in the production activities industrial in company and those implemented in the institutions of vocational training. More generally, it is a question of appreciating the relation between training and employment. Thus, we are interested in the orientation given by the teacher to his daily practise to reduce or not this variation. The results of this study highlight the impact of epistemological and pragmatic dimensions on the organisation of the activities and thus on the practises. Obviously, the level of entry in the technical school course, the first job, the transport conditions, the appropriation of the reference frame of training and the development of the contents of courses are some of the items which impact this process of reduction of the difference between the two forms of knowledge.
{"title":"Pratiques enseignantes et réalité professionnelle : cas d’enseignants des lycées techniques et professionnels industriels au Gabon","authors":"Emmanuel Moudouma, J. Ginestié, Hélène Cheneval-Armand","doi":"10.26220/REV.88","DOIUrl":"https://doi.org/10.26220/REV.88","url":null,"abstract":"This article presents the outcomes of a study on the practises of Gabonese teachers who teach in the fields of industrial technical and vocational education. This study is interested in their daily activities and aims at characterising the inevitable variation which exists between the knowledge with work in the production activities industrial in company and those implemented in the institutions of vocational training. More generally, it is a question of appreciating the relation between training and employment. Thus, we are interested in the orientation given by the teacher to his daily practise to reduce or not this variation. The results of this study highlight the impact of epistemological and pragmatic dimensions on the organisation of the activities and thus on the practises. Obviously, the level of entry in the technical school course, the first job, the transport conditions, the appropriation of the reference frame of training and the development of the contents of courses are some of the items which impact this process of reduction of the difference between the two forms of knowledge.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"41-62"},"PeriodicalIF":0.0,"publicationDate":"2012-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266707","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}
In the present paper we attempt an interdisciplinary approach on multimedia educational material for adults. We present some hermeneutic tools that help us focus on issues concerning educational material’s content structuring, its degree of specialization and learner’s guidance, as well as on issues concerning its degree of immediacy and interaction with the learners. Such an interdisciplinary outline could help designers/instructors draw some useful general conclusions.
{"title":"Designing Multimedia Learning Material for Adult Education: An interdisciplinary approach","authors":"Thanassis Karalis, George Vorvilas","doi":"10.26220/REV.890","DOIUrl":"https://doi.org/10.26220/REV.890","url":null,"abstract":"In the present paper we attempt an interdisciplinary approach on multimedia educational material for adults. We present some hermeneutic tools that help us focus on issues concerning educational material’s content structuring, its degree of specialization and learner’s guidance, as well as on issues concerning its degree of immediacy and interaction with the learners. Such an interdisciplinary outline could help designers/instructors draw some useful general conclusions.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"85-108"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266749","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}
The curriculum of initial vocational training in France of air-conditioning technicians has been modified to take into account how occupational hazards prevention is conducted in professional practices. Three distinct organisations, based on general education, vocational training and work placements in companies, must be combined in this curriculum. The evolution of practices presumes that coherence is built between these references. The perception of the concept of risk is different, while professional standardises them, school sacralise them. Initial training plays a major role in attitude evolution. Our work shows the tension which exists between the learning concerned by the professionals in their practises and those carried by educational establishment. We thus could qualify the differences between effective practises of the professionals and school practises. For as much, we also show that the pupils spontaneously adopt as reference the practises of the professionals who assert themselves. The process of teaching-learning is some thus reduced and its seriously decreased effectiveness; under these conditions, it is enabled to us to doubt the effective and real evolution of the practises of prevention corresponding to institutional aims.
{"title":"L’enseignement de la santé et de la sécurité au travail à l’école: Une illusion institutionnelle pour penser l’évolution des pratiques de prévention","authors":"Hélène Cheneval-Armand, J. Ginestié","doi":"10.26220/REV.888","DOIUrl":"https://doi.org/10.26220/REV.888","url":null,"abstract":"The curriculum of initial vocational training in France of air-conditioning technicians has been modified to take into account how occupational hazards prevention is conducted in professional practices. Three distinct organisations, based on general education, vocational training and work placements in companies, must be combined in this curriculum. The evolution of practices presumes that coherence is built between these references. The perception of the concept of risk is different, while professional standardises them, school sacralise them. Initial training plays a major role in attitude evolution. Our work shows the tension which exists between the learning concerned by the professionals in their practises and those carried by educational establishment. We thus could qualify the differences between effective practises of the professionals and school practises. For as much, we also show that the pupils spontaneously adopt as reference the practises of the professionals who assert themselves. The process of teaching-learning is some thus reduced and its seriously decreased effectiveness; under these conditions, it is enabled to us to doubt the effective and real evolution of the practises of prevention corresponding to institutional aims.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"49-70"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266744","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}
Young children’s ideas about a number of science topics have been steadily studied in recent years and the respective research findings have considerably supported the development of early childhood science education so far. However, according to the sociocultural perspective on young children’s ideas in science, children adopt a variety of theories, since they are based on their everyday cultural experiences, which makes classification quite difficult. It is therefore suggested that any teaching intervention should take seriously into account the ideas of the children it addresses. But such thing presupposes that the teacher’s educational design involves ‘eliciting processes’ of his/her students’ ideas. The present study aims to investigate methodological issues on the implementation in Kindergarten classes of such processes concerning natural phenomena, as an essential stage of designing the respective teaching interventions. Particular emphasis is put on the “educational context” of these processes, while at the same time the function of the different kinds of activities exploring the ideas of Kindergarten children about the Earth’s shape and the day/night cycle is studied with a view to formulating concrete proposals on learning and teaching in early childhood science classes.
{"title":"Exploring children’s ideas about natural phenomena in kindergarten classes: designing and evaluating \"eliciting activities\"","authors":"M. Papandreou, M. Terzi","doi":"10.26220/REV.887","DOIUrl":"https://doi.org/10.26220/REV.887","url":null,"abstract":"Young children’s ideas about a number of science topics have been steadily studied in recent years and the respective research findings have considerably supported the development of early childhood science education so far. However, according to the sociocultural perspective on young children’s ideas in science, children adopt a variety of theories, since they are based on their everyday cultural experiences, which makes classification quite difficult. It is therefore suggested that any teaching intervention should take seriously into account the ideas of the children it addresses. But such thing presupposes that the teacher’s educational design involves ‘eliciting processes’ of his/her students’ ideas. The present study aims to investigate methodological issues on the implementation in Kindergarten classes of such processes concerning natural phenomena, as an essential stage of designing the respective teaching interventions. Particular emphasis is put on the “educational context” of these processes, while at the same time the function of the different kinds of activities exploring the ideas of Kindergarten children about the Earth’s shape and the day/night cycle is studied with a view to formulating concrete proposals on learning and teaching in early childhood science classes.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"5 1","pages":"27-47"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69266726","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}
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