This article reports on a debate conducted in 2019 in the "Debat-discussion" section of the four issues of the journal Distance and Mediation of Knowledge (DMS-DMK). Each year, the section is the site of a thematic debate which opens in the first of the four annual issues with a framing text. It offers a critical review of the recent literature devoted to the chosen theme: it analyzes its potential, the challenges and the prospects, particularly for distance learning. During the following three issues, fellow specialists in the field are invited to react, to debate based on their epistemological positioning, their disciplinary affiliation, their research and their experience. The article presents a synthesis, albeit partial, of the debate that Learning Analytics were the subject of in the review during the year 2019: it focuses on epistemological, methodological and ethical arguments.
{"title":"L’actualité des Learning Analytics : quelques éléments d’un débat","authors":"Daniel Peraya","doi":"10.26220/REV.3280","DOIUrl":"https://doi.org/10.26220/REV.3280","url":null,"abstract":"This article reports on a debate conducted in 2019 in the \"Debat-discussion\" section of the four issues of the journal Distance and Mediation of Knowledge (DMS-DMK). Each year, the section is the site of a thematic debate which opens in the first of the four annual issues with a framing text. It offers a critical review of the recent literature devoted to the chosen theme: it analyzes its potential, the challenges and the prospects, particularly for distance learning. During the following three issues, fellow specialists in the field are invited to react, to debate based on their epistemological positioning, their disciplinary affiliation, their research and their experience. The article presents a synthesis, albeit partial, of the debate that Learning Analytics were the subject of in the review during the year 2019: it focuses on epistemological, methodological and ethical arguments.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"5-26"},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722436","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}
This article presents the main results of an exploratory study on the educational impacts of the video game Assassin’s Creed during a history class in a high school located in Quebec, Canada. The main objectives of the research were to describe how the game was used in school, the benefits of using it in an educational context and identify the challenges of such a use of the game.
{"title":"Teaching history with the video game Assassin’s Creed: effective teaching practices and reported learning","authors":"T. Karsenti, Simon Parent","doi":"10.26220/REV.3278","DOIUrl":"https://doi.org/10.26220/REV.3278","url":null,"abstract":"This article presents the main results of an exploratory study on the educational impacts of the video game Assassin’s Creed during a history class in a high school located in Quebec, Canada. The main objectives of the research were to describe how the game was used in school, the benefits of using it in an educational context and identify the challenges of such a use of the game.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"27-45"},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48664385","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 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.
{"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":"14 1","pages":"113-128"},"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}
The results presented here are part of a two-year longitudinal study with two main objectives: 1) designing subject-specific science activities that provide experience of chemical phenomena and support positive emotions of science and 2) exploring preschool children’s emergent science. Science was introduced into the preschool setting in the form of conceptual play. Data was collected using visual-ethnography and analysed inductively to explore the dynamics of children’s development of motive orientation over a year of science activities. Results show the significance of the social environment for developing motives and influencing leading motives. The discussion highlights the necessity of considering both cognitive and emotional aspects within preschool science activities in order to be able to create positive cultural motives for science.
{"title":"A study of preschool children’s motive orientation during science activities","authors":"Clara Vidal Carulla, Karina Adbo","doi":"10.26220/REV.3346","DOIUrl":"https://doi.org/10.26220/REV.3346","url":null,"abstract":"The results presented here are part of a two-year longitudinal study with two main objectives: 1) designing subject-specific science activities that provide experience of chemical phenomena and support positive emotions of science and 2) exploring preschool children’s emergent science. Science was introduced into the preschool setting in the form of conceptual play. Data was collected using visual-ethnography and analysed inductively to explore the dynamics of children’s development of motive orientation over a year of science activities. Results show the significance of the social environment for developing motives and influencing leading motives. The discussion highlights the necessity of considering both cognitive and emotional aspects within preschool science activities in order to be able to create positive cultural motives for science.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"47-67"},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613842","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}
This article presents findings with regard to mental models of the shape of the earth, location of people on earth and the day/night cycle, established on the basis of statements of 49 polish children aged from 5 to 8 years. During the interviews, the children made moving representations of the day and night sky and explained the position of and mutual relations between the earth, sun and moon using self-made plasticine models. The article establishes a high degree of similarity with the Vosniadou and Brewer models and states that children's astronomical knowledge mainly comes from extracurricular sources of information.
{"title":"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","authors":"J. Jelinek","doi":"10.26220/REV.3345","DOIUrl":"https://doi.org/10.26220/REV.3345","url":null,"abstract":"This article presents findings with regard to mental models of the shape of the earth, location of people on earth and the day/night cycle, established on the basis of statements of 49 polish children aged from 5 to 8 years. During the interviews, the children made moving representations of the day and night sky and explained the position of and mutual relations between the earth, sun and moon using self-made plasticine models. The article establishes a high degree of similarity with the Vosniadou and Brewer models and states that children's astronomical knowledge mainly comes from extracurricular sources of information.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"14 1","pages":"69-87"},"PeriodicalIF":0.0,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47240122","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 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.
{"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":" ","pages":""},"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}
Only a few studies have focused on mathematics and pretend play, and they have mostly concentrated on the children and their play and not the supporting pedagogy. To move the debate forward, I present research focusing on the pedagogy of mathematical pretend play, within a socio-cultural perspective, centring on two nursery school teachers, from English Nursery Schools. It revealed the unconventional teaching these teachers engaged in to enhance children’s mathematical thinking in play. This may offer us a way into understanding pretend play pedagogies and the conditions that might support children’s own mathematical thinking, especially in early years classrooms.
{"title":"Mathematical teaching in Nursery Schools in England; A way forward for mathematical pretend play and democratic pedagogies","authors":"E. Carruthers","doi":"10.26220/REV.3370","DOIUrl":"https://doi.org/10.26220/REV.3370","url":null,"abstract":"Only a few studies have focused on mathematics and pretend play, and they have mostly concentrated on the children and their play and not the supporting pedagogy. To move the debate forward, I present research focusing on the pedagogy of mathematical pretend play, within a socio-cultural perspective, centring on two nursery school teachers, from English Nursery Schools. It revealed the unconventional teaching these teachers engaged in to enhance children’s mathematical thinking in play. This may offer us a way into understanding pretend play pedagogies and the conditions that might support children’s own mathematical thinking, especially in early years classrooms.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"57 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41266319","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}
{"title":"Blockchain technology applications in teaching and curriculum construction","authors":"V. Koulaidis","doi":"10.26220/REV.3279","DOIUrl":"https://doi.org/10.26220/REV.3279","url":null,"abstract":"","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42264735","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 : 2020-01-01DOI: 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
{"title":"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","authors":"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","doi":"10.1007/978-3-030-35629-3","DOIUrl":"https://doi.org/10.1007/978-3-030-35629-3","url":null,"abstract":"","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75254610","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 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.
{"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":"113 1","pages":""},"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}
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