Cognitive approach of two technology based learning environments of modelisation and simulation intend to a scientific education

Smyrnaiou, Zacharoula; Weil‐Barais, Annick

doi:10.1109/icalt.2003.1215165

Cited by 3 publications

(4 citation statements)

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“…Children implemented new STEM knowledge connected with pre-existing perceptions that led to more scientific knowledge. Our findings seem to corroborate with many researchers who claim that multisensory/multimodal approach to scientific knowledge leads to more effective learning, because it stimulates children's interest, enhances understanding and fosters the development of scientific thinking skills and therefore scientific literacy (Alade et al, 2016;Ainsworth, 1999;Brooks, 2009;DeJong & van Joolingen, 2008;Papandreou & Terzi, 2011;Smyrnaioy & Weil-Barais, 2004;Yore & Treagust, 2006). Glancy & Moore (2013) have argued that in effective STEM learning environments children can relate to and engage with problems and make sense of them based on their own experiences.…”

Section: Discussionsupporting

confidence: 89%

“…Teaching of Science concepts often involves difficulties for early childhood children. Research argues that multi-sensory/multimodal approach to scientific knowledge leads to more effective learning, as it stimulates children's interest, enhances understanding and fosters the development of scientific thinking skills and therefore scientific literacy (Ainsworth, 1999;Brooks, 2009;DeJong & van Joolingen, 2008;Papandreou & Terzi, 2011;Smyrnaioy & Weil-Barais, 2004;Yore & Treagust, 2006). Especially in concepts which involve complex and inaccessible processes, it is argued that they can be made more understandable through multiple visual representations and through their multimodal approach (Posner et al, 1982).…”

Section: Stem In Early Childhoodmentioning

confidence: 99%

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STEM integrated education and multimodal educational material

Tsoukala

2021

Adv Mobile Learn Educ Res

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The present article aims to underline the role of multimodal educational material in STEM Integrated early childhood education. Through social semiotics assumption that meaning arises in action and interaction, we argue that robotics, digital media, haptic materials, toys, books, tablets, actions, and artifacts have an active and dynamic role in multimodal learning and construct meaning in young children's STEM educational process. The literature review has revealed a research gap concerning combined multimodal aspects in STEM concepts for young children. We adopted a mixed-method collective case study design based on four case studies in which children interact with multimodal STEM educational material. Due to the principles for effective STEM teaching and the perspectives of integrated STEM education, our findings illustrate that MmEM in STEM concepts, through play-based, model-based, inquiry-based teaching practices (among other open-ended), may provide to children multimodal learning environments, engage them in authentic and meaningful learning, promote teamwork, communication and social skills, challenge and motivate them to make meaning of their learning.

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Section: Discussionsupporting

confidence: 89%

Section: Stem In Early Childhoodmentioning

confidence: 99%

STEM integrated education and multimodal educational material

Tsoukala

2021

Adv Mobile Learn Educ Res

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“…The evaluation studies performed, using applications built on ACABF, proved that a) the framework facilitates the building of collaborative application on various domains and b) the parametric nature of the ACABF framework facilitates the design of various collaborative scenarios with different collaboration settings. Furthermore, in studies performed by other researchers [14][15] [16], dealing with large scale activities (involving more than 130 students in long term tasks), it was observed that the students involved understood the concepts of the coordination, communication and awareness mechanisms easily and accomplished successfully given tasks without facing major difficulties. The findings of those studies proved that students were motivated by the applications, which encouraged their collaborative participation and elicited particular forms of interaction among them, which could trigger the appropriate learning mechanisms [1].…”

Section: Discussionmentioning

confidence: 97%

A Framework to Facilitate Building of Collaborative Learning Applications

Margaritis

Fidas

Avouris

2007

Advanced Technology for Learning

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Design and development of computer supported collaborative learning systems is a complicated technological endeavour, since it involves tackling difficult distributed software design issues and adaptation to the continuously shifting technological background. In this paper a framework for the development of Computer Supported Collaborative Learning (CSCL) applications is proposed. The pedagogical value of the proposed framework is based on the fact that it allows the initiation of collaborative sessions with diverse settings, regarding the group size, the floor control and the level of peer awareness, thus facilitating teachers to design a variety of collaborative learning activities. Various evaluation studies have been performed using applications built according to the proposed framework and the obtained results are described.

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“…Cognitive theories pay attention on the interior mechanisms of the cognitive system (Smyrnaiou & Weil-Barais, 2003). Modern cognitive theories recognize students as agents (Agency) of acquiring their knowledge, as they build and rearrange their cognitive representations to approach new knowledge.…”

Section: From the Cognitive Psychology To The Cognitive Theories Of K...mentioning

confidence: 99%

The European Conference on Language Learning 2022: Official Conference Proceedings

2022

ECLL Official Conference Proceedings

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The novel COVID-19 pandemic has caused a rupture in the trajectory of education worldwide. In the United States, it has been noted that the schism within education as a result of the pandemic is the biggest threat to national security (Choi, 2020). Even prior to the COVID-19 pandemic, Multilingual Learners, specifically English Language Learners (ELLs), is one of the fastest growing student populations across the United States (National Center for Educational Statistics, 2017), and yet have some of the lowest graduation rates, such as in New York (NYSED, 2020). The pandemic further exacerbated the inequity for immigrant and ELL students with issues such as access to technology, digital literacy, and continuity of learning. This conference proceedings paper reviews a case study from one of the largest urban K-12 school district in New York, U.S.A. and the challenges, successes and promising practices that emerged during a professional development initiative for in-service teachers of ELLs within Bilingual Education programs. These teachers participated in a "Bilingual Problems of Practice Protocol" where they engaged in peer consultancy to systematically discuss their instructional dilemmas during the pandemic. The result of the peer consultancy was the generation of ideas towards resolution. The Bilingual Problems of Practice Protocol provided the forum for teachers to engage in professional learning with each other, where they analyzed instructional dilemmas and contexts, discussed successful practices and tools they discovered, and provided direction for the next steps teachers took in supporting their ELL students during a worldwide crisis.

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Cognitive approach of two technology based learning environments of modelisation and simulation intend to a scientific education

Cited by 3 publications

References 1 publication

STEM integrated education and multimodal educational material

STEM integrated education and multimodal educational material

A Framework to Facilitate Building of Collaborative Learning Applications

The European Conference on Language Learning 2022: Official Conference Proceedings

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