A Co-design Approach for the Development and Classroom Integration of Embodied Learning Apps

Georgiou, Yiannis; Ioannou, Andri

doi:10.1007/978-3-030-50506-6_16

Cited by 5 publications

(2 citation statements)

References 21 publications

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“…The present study took place in the context of the PARRISE continuous professional development program at Cyprus, which employed a participatory co-design model to enact science teachers' professional development [60,[64][65][66][67]. According to this model, the participating science education teachers worked as "co-designers" of curriculum materials to introduce the notion of responsible citizenship in their biology, chemistry, and elementary education classes by using the SSIBL-based approach.…”

Section: Contextmentioning

confidence: 99%

Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL)

Georgiou

Kyza

2023

Sustainability

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Fostering secondary education students’ responsible citizenship and preparing them to be critically engaged with global socio-environmental challenges are of crucial importance toward achieving sustainability. This paper contributes to the effort to understand how to support students’ scientific literacy for responsible citizenship by reporting on a study evaluating the impact of a learning intervention on biofuels, structured upon Socio-Scientific Inquiry-Based Learning (SSIBL) pedagogy. The participants were 93 students in secondary chemistry education; these students were assigned to the SSIBL group (n = 46) or to the control group (n = 47), which participated in Business-As-Usual (BAU) instruction. Quantitative data were collected with the Global Scientific Literacy Questionnaire (GSLQ) before and after the learning intervention for evaluating students’ perceptions of science as a human endeavor (i.e., nature of science), as well as their personal responsibility and willingness to take action for maintaining a sustainable environment (i.e., values and attitudes). Qualitative data were also collected through video recordings of the SSIBL implementation to examine how the SSIBL instruction was enacted. The findings indicated that, after the implementation, students in the SSIBL condition outperformed their counterparts in the control condition. These findings provide empirical documentation supporting the use of the SSIBL learning intervention to foster students’ scientific literacy for responsible citizenship. The video recordings also shed light on how the SSIBL instruction phases (i.e., Ask, Find out, Act) contributed to the development of students’ responsible citizenship, as a pre-requisite for achieving sustainability.

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Section: Contextmentioning

confidence: 99%

Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL)

Georgiou

Kyza

2023

Sustainability

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“…Los resultados de la investigación sugieren la necesidad de otorgar mayor importancia a programas de desarrollo profesional docente implicados con la transferencia y la sostenibilidad del uso y aplicación de tecnologías multisensoriales en la escuela. Hasta el momento, la integración de este tipo de tecnologías multisensoriales en la escuela ha estado dominada por una visión más cercana a la rehabilitación y su uso exclusivo con estudiantes con necesidades de atención educativa (Georgiou et al, 2020). Otros usos de este tipo de herramientas en contextos de educación infantil y primaria desde una óptica más inclusiva requieren ser más explorados.…”

Section: Conclusionesunclassified

Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

Ruíz

Martínez‐Monés

Faúndez

2020

RELATEC

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There is evidence that the use of digital games based on multisensory tools provides benefits in different dimensions of learning for students with special educational needs. However, the use of these tools in early childhood and primary education classrooms to promote the inclusion of such students has not been treated in depth. The aim of this paper is to analyze how the participation of a group of teachers in a professional development program focused on the integration in the classroom of games based on multisensory technologies contributed to the evolution of their attitudes about the adoption of these technologies in school contexts from an inclusive perspective. In this research, a mixed method with a sequential explanatory strategy has been used. The techniques and instruments used, interviews and questionnaires, have allowed us to collect data on the evolution of the concerns that arose after the training received in the framework of the European project INTELed. The results show that the teachers highly valued the collaborations that emerged during the project, and that they experienced an evolution towards higher levels of concern regarding sustainability and transfer in this type of innovations in the classroom.

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Learning experience design with immersive virtual reality in physics education

Georgiou

Tsivitanidou

Ioannou

2021

Education Tech Research Dev

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A Co-design Approach for the Development and Classroom Integration of Embodied Learning Apps

Cited by 5 publications

References 21 publications

Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL)

Fostering Chemistry Students’ Scientific Literacy for Responsible Citizenship through Socio-Scientific Inquiry-Based Learning (SSIBL)

Actitudes del profesorado sobre la innovación con herramientas TIC multisensoriales en entornos inclusivos

Learning experience design with immersive virtual reality in physics education

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