Inquiry based learning and meaning generation through modelling on geometrical optics in a constructionist environment

Kotsari, Constantina; Smyrnaiou, Zacharoula

doi:10.30935/scimath/9494

Cited by 4 publications

(3 citation statements)

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“…IBP is an approach to teaching that came about as a response to traditional methods such as rote learning and direct learning (Ernst et al, 2017). It is an approach that places the student at the centre of the learning process, with educators performing the roles of facilitators (Kotsari & Smyrnaiou, 2017). Students are expected to take ownership of the learning process (Fine & Desmond, 2015).…”

Section: Professional Developmentmentioning

confidence: 99%

Investigating the use of mobile communication technology in professional development: a connectivist approach

Mutanga

Molotsi

2022

SACJ

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In most universities in Zimbabwe, the educators do not possess professional teaching qualifications. Most educators resist institutional interventions aimed at equipping them with appropriate pedagogical skills due to the rigidity of intervention programmes. The advent of mobile communication technology brought various social media platforms that enhance communication. This study was aimed at investigating the experiences of university educators during the use of WhatsApp Messenger to learn about inquiry-based pedagogy as a professional development course. Nine university educators who had no prior training in pedagogy were purposely selected from three Zimbabwean universities. Semi-structured interviews and a focus group discussion were conducted to gather empirical data. The connectivism theoretical framework was used to understand the phenomenon under study. A thematic network analysis was deemed suitable for this study. The findings showed that by learning about inquiry-based pedagogy (IBP) on the WhatsApp Messenger platform, the university educators managed to transform their professional identities as well as improve their pedagogical practices. It may be concluded that WhatsApp Messenger offers a conducive platform for educators’ professional development. It is recommended that universities use WhatsApp Messenger for professional development through online communities of practice.

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Section: Professional Developmentmentioning

confidence: 99%

Investigating the use of mobile communication technology in professional development: a connectivist approach

Mutanga

Molotsi

2022

SACJ

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“…Based on the above, the purpose of the research is to explore the process of implementing improvisational and creative acts at the level of both exploratory and creative planning that students and teachers will follow, to develop scientific meanings for the natural phenomena under study (Kotsari & Smyrnaiou, 2017). More specifically, the research questions of the study were as follows:…”

Section: Repertorymentioning

confidence: 99%

Cultivating Social-Emotional Learning and Deeper Learning Skills through the Design and Implementation of Creative and Improvisational Activities in Science Education

Kotsari¹,

Smyrnaiou²

2021

ECE Official Conference Proceedings

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Cultivating Social-Emotional Learning and Deeper Learning skills are some of the central skills of the future, according to the OECD report 'Future of Education and Skills 2030'. These skills should start to be developed by the kindergarten and end up in Secondary Education, even in Higher Education. This presentation refers to the results of a conducted doctoral dissertation with the subject "Creativity and Improvisation in Primary School Science Learning and their contribution to the development of Social -Emotional and Deeper Learning Skills". The research was conducted during the academic year 2019-2020 and the participants were 80 primary school students (grades 4,5 and 6), 3 researchers, and 3 art teachers. During the pandemic, we used the distant learning platform (e-class) from the Hellenic School Network. The methodological framework used was Educational Designed-Based Research. The scope of this research was to create an interconnection of improvisation and creativity through methodological approaches of Art and Science during the teaching in Science Classes. Besides, the purpose of this dissertation was the development of a new pedagogical framework that integrates the dimensions of Improvisation and Creativity in the field of science teaching in Primary School, in such a way as to promote Social-Emotional and Deeper Learning Skills. To achieve the objectives, we designed prototype toolboxes for students, teachers, and researchers where the various activities in the 4 phases of the research were described in detail: a) students' initial ideas, b) scientific knowledge, c) artistic expression, d) evaluation.

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“…Inquiry-based education develops not only creativity, but also supports elimination of formalist thinking. Kotsari and Smyrnaiou (2017) state that this type of education eliminates formalism not only in the teaching of mathematics but also in the teaching of physics. Papáček (2010) states that creativity and a low level of formal knowledge are related to the level of pupils' science process skills.…”

Section: Correlations Between Cps and Srmentioning

confidence: 99%

Problem Solving in Mathematics and Scientific Reasoning

Cihlář¹,

Eisenmann²,

Hejnová³

et al. 2020

tner

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Th e paper describes the results of a study whose aim was to explore correlations among the components of the construct Culture of problem solving (mathematical intelligence, reading comprehension, creativity and ability to use existing knowledge) and six dimensions of Scientifi c reasoning, which was tested by the Lawson's Classroom Test. Th e total of 180 pupils from the Czech Republic aged 14-15 took part in this study. Th e results show that the dimensions proportional reasoning, control of variables and probability reasoning strongly correlate with the components mathematical intelligence, reading comprehension and ability to use existing knowledge.

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Inquiry based learning and meaning generation through modelling on geometrical optics in a constructionist environment

Cited by 4 publications

References 0 publications

Investigating the use of mobile communication technology in professional development: a connectivist approach

Investigating the use of mobile communication technology in professional development: a connectivist approach

Cultivating Social-Emotional Learning and Deeper Learning Skills through the Design and Implementation of Creative and Improvisational Activities in Science Education

Problem Solving in Mathematics and Scientific Reasoning

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