Gerasimos S. Koustourakis, Konstantinos Zacharos, Konstantina Papadimitriou
The empirical material of this preliminary study was drawn from the recording and analysis of teaching activities used during the implementation of the new pre-school Greek curriculum in sixteen classes of public kindergartens. More specifically, according to the opinion of the kindergarten teachers about the social backgrounds of the majority of their students, 8 kindergartens belonged in a middle-class social context and 8 in a working-class social context. Research findings showed variations in the pedagogical practices in those two types of kindergartens. Variations were observed in the choices made by pre-school teachers in the development of mathematical knowledge in the classroom, in the ways that teachers and students interact during the teaching process, in the organization of the classroom, and in the application of evaluative rules and teaching strategies for teaching mathematics.
{"title":"Teaching pre-school Mathematics and influences by the kindergarten school social context: A preliminary study","authors":"Gerasimos S. Koustourakis, Konstantinos Zacharos, Konstantina Papadimitriou","doi":"10.26220/REV.1998","DOIUrl":"https://doi.org/10.26220/REV.1998","url":null,"abstract":"The empirical material of this preliminary study was drawn from the recording and analysis of teaching activities used during the implementation of the new pre-school Greek curriculum in sixteen classes of public kindergartens. More specifically, according to the opinion of the kindergarten teachers about the social backgrounds of the majority of their students, 8 kindergartens belonged in a middle-class social context and 8 in a working-class social context. Research findings showed variations in the pedagogical practices in those two types of kindergartens. Variations were observed in the choices made by pre-school teachers in the development of mathematical knowledge in the classroom, in the ways that teachers and students interact during the teaching process, in the organization of the classroom, and in the application of evaluative rules and teaching strategies for teaching mathematics.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"8 1","pages":"81-99"},"PeriodicalIF":0.0,"publicationDate":"2013-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265784","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}
Tunisia, Arab Muslim country, is characterized by a concordist socio-cultural context. Students mobilize conceptions of the diversity of life that are a mixture of religious and scientific knowledge. The teaching of the biological evolution described in this paper addresses these concepts in classroom debates that include epistemological reflections on the scientific characteristics of evolution as a historical science. During the teaching, students have developed different explanations, manifested a better understanding of what is scientific knowledge and finally, many of them developed separate explanations of the diversity of life.
{"title":"Enseigner l’évolution du vivant dans un contexte concordiste","authors":"Saïda Aroua, M. Coquidé, S. Abbes","doi":"10.26220/REV.1990","DOIUrl":"https://doi.org/10.26220/REV.1990","url":null,"abstract":"Tunisia, Arab Muslim country, is characterized by a concordist socio-cultural context. Students mobilize conceptions of the diversity of life that are a mixture of religious and scientific knowledge. The teaching of the biological evolution described in this paper addresses these concepts in classroom debates that include epistemological reflections on the scientific characteristics of evolution as a historical science. During the teaching, students have developed different explanations, manifested a better understanding of what is scientific knowledge and finally, many of them developed separate explanations of the diversity of life.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"5-26"},"PeriodicalIF":0.0,"publicationDate":"2013-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265781","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}
Varioustheories have attempted to explain the mechanisms of learning, for its part, cognitivism have integrated mental structures in these mechanisms. Recent didactic researchhas revealed the role of conceptions of culturalbackground can "promote"or "oppose" the acquisition and ownership of new knowledge by the learner. Today andin the multitude of information sourcesand mode of disciplinary learningand compartmentalized knowledge acquisition has become complex.The teaching learning process is facing a major problem: how a teacher can be taken into accountconceptions of learners in teaching practices? How to help learners to "overcome" their conceptions? Within which limits it is itselfinfluenced by his conceptions in educational choices? What teaching strategy can copewith the complexity of learningin our society today? The analysis of the conceptions of teachers about the complexityof the ecosystem and pedagogicalchoices can bring out the modes of reasoning underlying the notion of complexity.
{"title":"Complexité et conceptions : nouveaux défis face à l’apprentissage. Le cas des conceptions des enseignants sur l’écosystème","authors":"Lamjed Messoussi","doi":"10.26220/REV.2016","DOIUrl":"https://doi.org/10.26220/REV.2016","url":null,"abstract":"Varioustheories have attempted to explain the mechanisms of learning, for its part, cognitivism have integrated mental structures in these mechanisms. Recent didactic researchhas revealed the role of conceptions of culturalbackground can \"promote\"or \"oppose\" the acquisition and ownership of new knowledge by the learner. Today andin the multitude of information sourcesand mode of disciplinary learningand compartmentalized knowledge acquisition has become complex.The teaching learning process is facing a major problem: how a teacher can be taken into accountconceptions of learners in teaching practices? How to help learners to \"overcome\" their conceptions? Within which limits it is itselfinfluenced by his conceptions in educational choices? What teaching strategy can copewith the complexity of learningin our society today? The analysis of the conceptions of teachers about the complexityof the ecosystem and pedagogicalchoices can bring out the modes of reasoning underlying the notion of complexity.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"7 1","pages":"65-79"},"PeriodicalIF":0.0,"publicationDate":"2013-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265787","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}
S. Boumghar, Djamel Kendil, Sassia Ghedjghoudj, A. Lounis
The persistence of difficulties caused by misconceptions under - underlying the concept force identified in the learner, is not caused only from his misconceptions, but also, sometimes and especially strengthened by the mathematical approach based on a reduction of the mechanical questions to vector geometry problems, during the transposition of learned knowledge to teach and taught knowledge. In this context, the worst here is that the didactic act instead of conveying knowledge built, generates erroneous conceptions. We show in this paper , with examples to support that language tools (the definition of force , symbolization, selected physical situations , and application’s exercises ) involved in the theory of content knowledge to teach are reduced in order to adapt to this mathematical model. Therefore , errors of transmission of force deplored in learner by didacticians are being taught in textbooks of physics. As a result , the persistence of errors in learner is than evident
{"title":"Enseignement-apprentissage du concept \"force\" et persistance des difficultés : Quelle influence mathématique?","authors":"S. Boumghar, Djamel Kendil, Sassia Ghedjghoudj, A. Lounis","doi":"10.26220/REV.1757","DOIUrl":"https://doi.org/10.26220/REV.1757","url":null,"abstract":"The persistence of difficulties caused by misconceptions under - underlying the concept force identified in the learner, is not caused only from his misconceptions, but also, sometimes and especially strengthened by the mathematical approach based on a reduction of the mechanical questions to vector geometry problems, during the transposition of learned knowledge to teach and taught knowledge. In this context, the worst here is that the didactic act instead of conveying knowledge built, generates erroneous conceptions. We show in this paper , with examples to support that language tools (the definition of force , symbolization, selected physical situations , and application’s exercises ) involved in the theory of content knowledge to teach are reduced in order to adapt to this mathematical model. Therefore , errors of transmission of force deplored in learner by didacticians are being taught in textbooks of physics. As a result , the persistence of errors in learner is than evident","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"63-81"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265637","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 present study deals with teaching the concept and measurement of area. 106 subjects of the 6th grade of Greek Elementary School measured the area of different kinds of shapes. The subjects were divided into two groups, an experimental group and a control group. In the experimental group, area evaluation was taught in a way that highlighted the conceptual characteristics of area measurement. The teaching intervention and the use of different measurement tools led to different measurement strategies. Moreover, the experimental group used more successful strategies than the control group.
{"title":"Teaching suggestions for the measurement of area in Elementary School. Measurement tools and measurement strategies","authors":"Konstantinos Zacharos, D. Chassapis","doi":"10.26220/REV.1627","DOIUrl":"https://doi.org/10.26220/REV.1627","url":null,"abstract":"The present study deals with teaching the concept and measurement of area. 106 subjects of the 6th grade of Greek Elementary School measured the area of different kinds of shapes. The subjects were divided into two groups, an experimental group and a control group. In the experimental group, area evaluation was taught in a way that highlighted the conceptual characteristics of area measurement. The teaching intervention and the use of different measurement tools led to different measurement strategies. Moreover, the experimental group used more successful strategies than the control group.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"41-62"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265937","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 research we suggest to take advantage of the opportunities offered by the new information and communication technologies (NICT). This new techno-scientific process of investigation will be realized via a laboratory of CAE (Computer assisted experimentations) where the computer is the learning tool that seeks in real time concrete observations. Experimental know- how, and the using of abstract representations to solve problems. To do this, we have introduced innovated courses in Didactics based on ICT/CAE in our Masters programs in the Holy Spirit University of Kaslik (USEK). These courses are intended for initial and continuous training of our student-teachers in mathematics and science and technology. Subsequently, our student-teachers will use CAE with their students in high schools for teaching chemistry to test and validate the functional aspect of the environment CAE proposed. The educational validation of this paradigm will be based on the confrontation between a priori analysis and subsequent findings to measure the gap of understanding that students have acquired.
{"title":"TIC et enseignement de la Chimie : au-delà des discours, quels dispositifs d’enseignement pour quels apprentissages?","authors":"M. Saliba, N. Ouaini, J. Ginestié, P. Nonnon","doi":"10.26220/REV.1837","DOIUrl":"https://doi.org/10.26220/REV.1837","url":null,"abstract":"In this research we suggest to take advantage of the opportunities offered by the new information and communication technologies (NICT). This new techno-scientific process of investigation will be realized via a laboratory of CAE (Computer assisted experimentations) where the computer is the learning tool that seeks in real time concrete observations. Experimental know- how, and the using of abstract representations to solve problems. To do this, we have introduced innovated courses in Didactics based on ICT/CAE in our Masters programs in the Holy Spirit University of Kaslik (USEK). These courses are intended for initial and continuous training of our student-teachers in mathematics and science and technology. Subsequently, our student-teachers will use CAE with their students in high schools for teaching chemistry to test and validate the functional aspect of the environment CAE proposed. The educational validation of this paradigm will be based on the confrontation between a priori analysis and subsequent findings to measure the gap of understanding that students have acquired.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"17-40"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265745","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 need to develop solid arguments for grounding the PhD studies concerning social sciences and humanities is recognized by both doctoral students and supervisors. Nevertheless, it seems that doctoral students may encounter significant difficulties in developing such arguments. Moreover, it may also be difficult for the supervisors to support them effectively in doing so. This gives rise to questions about the process of grounding a PhD study. How do doctoral students come up with their research problems? And which difficulties they seem to encounter when they are engaged in developing the arguments they need for grounding these problems?
{"title":"Qu’est-ce que problématiser sa thèse de doctorat ?","authors":"C. Xypas","doi":"10.26220/REV.118","DOIUrl":"https://doi.org/10.26220/REV.118","url":null,"abstract":"The need to develop solid arguments for grounding the PhD studies concerning social sciences and humanities is recognized by both doctoral students and supervisors. Nevertheless, it seems that doctoral students may encounter significant difficulties in developing such arguments. Moreover, it may also be difficult for the supervisors to support them effectively in doing so. This gives rise to questions about the process of grounding a PhD study. How do doctoral students come up with their research problems? And which difficulties they seem to encounter when they are engaged in developing the arguments they need for grounding these problems?","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"6 1","pages":"5-15"},"PeriodicalIF":0.0,"publicationDate":"2012-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265181","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 purpose of this research is to investigate the representations of ICT uses and practices of freshmen in the department of early childhood education of the Aristotle University of Thessaloniki, Greece. The sample consisted of 147 freshmen students. This study explores students’ ICT skills, the ways in which these skills are learned and the students’ perception of the usefulness of ICT in terms of their studies and future careers.The vast majority of students appear to be able to surf the net and communicate on-line, while a smaller majority can handle word processing. Almost half the students had never worked with databases or web authoring programmes. The students believe that using ICT will play an important part in their future studies and recognize the crucial role of ICT in their professional lives, regardless of their own ability to use software programmes.
{"title":"Representations of ICT uses and practices of freshman university students: the case of an education department in Greece","authors":"Melpomeni Tsitouridou, Konstantinos Vryzas","doi":"10.26220/REV.1758","DOIUrl":"https://doi.org/10.26220/REV.1758","url":null,"abstract":"The purpose of this research is to investigate the representations of ICT uses and practices of freshmen in the department of early childhood education of the Aristotle University of Thessaloniki, Greece. The sample consisted of 147 freshmen students. This study explores students’ ICT skills, the ways in which these skills are learned and the students’ perception of the usefulness of ICT in terms of their studies and future careers.The vast majority of students appear to be able to surf the net and communicate on-line, while a smaller majority can handle word processing. Almost half the students had never worked with databases or web authoring programmes. The students believe that using ICT will play an important part in their future studies and recognize the crucial role of ICT in their professional lives, regardless of their own ability to use software programmes.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"66 1","pages":"47-63"},"PeriodicalIF":0.0,"publicationDate":"2012-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265723","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 goal of this research was to better understand the impact of the implementation of a compulsory Web-based course on preservice teacher motivation. Subjects were enrolled in a four-year teacher education program (n=429) in the province of Quebec ( Canada ) . Our initial hypothesis was that the Web-based distance education course – designed to promote self-determination, affiliation, and a sense of competence – would positively impact the motivation of preservice teachers. Results presented are based on quantitative and qualitative data analysis. They demonstrate that a technologically rich learning environment can enhance motivation after only a few weeks.
{"title":"The impact of a compulsory web-based course on preservice teachers’ motivational profile","authors":"T. Karsenti","doi":"10.26220/REV.105","DOIUrl":"https://doi.org/10.26220/REV.105","url":null,"abstract":"The goal of this research was to better understand the impact of the implementation of a compulsory Web-based course on preservice teacher motivation. Subjects were enrolled in a four-year teacher education program (n=429) in the province of Quebec ( Canada ) . Our initial hypothesis was that the Web-based distance education course – designed to promote self-determination, affiliation, and a sense of competence – would positively impact the motivation of preservice teachers. Results presented are based on quantitative and qualitative data analysis. They demonstrate that a technologically rich learning environment can enhance motivation after only a few weeks.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"1 1","pages":"25-48"},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265548","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 paper documents some of the international curriculum documents that require that science students learn about science –its methodology, relations with wider culture, technology and worldviews– as well as learning the content and process skills of science. This wider, or cultural, goal for science courses amounts to students learning something about the history and philosophy of their subject. It is argued that some study of the Scientific Revolution is a very appropriate and rich way to forward this cultural goal. The example of the seventeenth-century debate about the shape of the earth is used to illustrate significant features of the scientific revolution, and consequently enduring features of modern science.
{"title":"Science Education and the Scientific Revolution: a way to learn about Science","authors":"M. R. Matthews","doi":"10.26220/REV.107","DOIUrl":"https://doi.org/10.26220/REV.107","url":null,"abstract":"This paper documents some of the international curriculum documents that require that science students learn about science –its methodology, relations with wider culture, technology and worldviews– as well as learning the content and process skills of science. This wider, or cultural, goal for science courses amounts to students learning something about the history and philosophy of their subject. It is argued that some study of the Scientific Revolution is a very appropriate and rich way to forward this cultural goal. The example of the seventeenth-century debate about the shape of the earth is used to illustrate significant features of the scientific revolution, and consequently enduring features of modern science.","PeriodicalId":30116,"journal":{"name":"Review of Science Mathematics and ICT Education","volume":"1 1","pages":"49-61"},"PeriodicalIF":0.0,"publicationDate":"2012-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69265566","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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