The estimation of length, surface area, and volume by blind and sighted children

Andreou, Yiannoula; Kotsis, Konstantinos T.

doi:10.1016/j.ics.2005.05.027

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Persons who are blind are also more accurate at evaluating the real length, surface area, and volume of familiar objects, which was confirmed in experiments involving children aged nine to thirteen (Andreou & Kotsis, 2005). Both sighted and blind adults (congenitally, early, and late blind) and sighted children with severe vision loss were found to be more accurate in evaluating the real, typical size of common objects if they were allowed to apply subjective units of measurement (for instance, indicating the number of steps that needed to be made to cover a certain distance) than when asked to describe the size or a distance in centimeters or meters (Andreou & Kotsis, 2005;Dulin, 2008). This finding suggests that in order to avoid mistakes in the evaluation of blind persons' ability to estimate the size of objects, it is advisable to avoid using objective units of measurement and to not ask the subjects to give the estimated values in, for example, centimeters.…”

mentioning

confidence: 62%

The Role of Visual Experience in Changing the Size of Objects in Imagery Processing

Szubielska

Marek

2015

Journal of Visual Impairment & Blindness

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Introduction This paper investigates the question of whether or not subjects who are congenitally blind experience greater difficulties mentally in resizing images of objects than those who have low vision or are adventitiously blind. Methods Two experiments were conducted: one in which subjects were asked to mentally enlarge objects they previously explored manually, and one in which subjects were tested for the ability to demonstrate the change in the size of an object imagined to be moving away. Three groups of high school students with visual impairments took part in the experiment: congenitally blind, “late blind,” and those with low vision. Results When showing the linear size of an object enlarged in their imagination, congenitally blind participants overestimated its size more frequently than those who were late blind. The degree of mental reduction of the size of an object imagined to be moving away was comparable for all groups. Discussion The results suggest that the difficulties experienced by congenitally blind participants with the mental resizing of objects may be related to problems with performing mental scaling transformations. In the low vision group, the etiology of the subjects’ visual impairment was not taken into consideration. The group turned out to be heterogeneous with respect to imagery processes. Implications for practitioners When using models for explaining new concepts, it is important to ensure that congenitally blind learners understand the change of scale.

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confidence: 62%

The Role of Visual Experience in Changing the Size of Objects in Imagery Processing

Szubielska

Marek

2015

Journal of Visual Impairment & Blindness

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“…The responses of the participants were influenced by their mental frameworks, which were either intuitive or based on their practical experiences with cell phones and wireless networks, as well as scientific knowledge they acquired from school education (Andreou & Kotsis, 2005;Gavrilas et al, 2021Gavrilas et al, , 2022cKotsis, 2011). The variations in study programs at the high school level had a significant impact, as respondents from the arts % letters track exhibited considerably lower levels of knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…The field of physics is concerned with the investigation of all physical phenomena. The principles of physics are widely regarded as challenging to comprehend due to the fact that while physics is concerned with everyday phenomena and interactions, the knowledge that is generated is not always congruent with human sensory experiences or direct observations (Andreou & Kotsis, 2005). During the process of learning, knowledge is not simply transmitted from one person to another, but rather is constructed based on pre-existing knowledge and shaped by socio-cultural factors.…”

Section: Didactics Of Physicsmentioning

confidence: 99%

Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers

Gavrilas

Kotsis

2023

International Journal of Professional Development, Learners and Learning

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The research on the knowledge and perceptions of electromagnetic radiation among teachers who will teach these topics in primary and secondary education is relatively limited. According to existing literature, electromagnetic radiation is a challenging and complex concept for students to comprehend. Despite the widespread use of radiation-emitting devices like cell phones and wireless networks, the misuse of the term “radiation” has resulted in various misconceptions. This study aimed to examine the elementary understanding of electromagnetic radiation and its application in wireless technologies among prospective primary and secondary education teachers from different specialties. 427 pre-service teachers participated in the survey, and the data was gathered through a closed questionnaire. The study’s overall conclusion was that teachers’ knowledge regarding electromagnetic radiation was insufficient. The curricula of their departments, their interests in high school courses, and their gender significantly affect their understanding of electromagnetic radiation and its application to wireless technologies.

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“…Therefore, the research question is created on how a student with disabilities (blind) perceives concepts for which another sighted student has a wrong perception shaped by his vision. In this field, research has been carried out (Andreou & Kotsis, 2005a) on blind students, which has shown that blind students have formed, for some simple concepts of physics, perceptions closer to the scientific standard compared to the counterparts of the sighted (Andreou & Kotsis, 2005b). In the same field, similar research (Kotsis, 2005b) finds the need to research more on learning and teaching these concepts to blind students because they are led to better understandings.…”

Section: Other Findings From Research On Alternative Ideasmentioning

confidence: 99%

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education

Kotsis

2023

Eurasian Journal of Science and Environmental Education

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Alternative ideas, defined as faulty or incomplete understandings of scientific concepts, are prevalent among students across all age groups and educational levels. In physics, misconceptions often arise from everyday experiences, intuitive reasoning, and oversimplified analogies. The persistence of misconceptions in students’ understanding of physics concepts can hinder learning and compromise scientific literacy. Consequently, research on alternative ideas has emerged as a critical aspect of science education, informing teaching strategies and curriculum development. At the beginning of this research, a brief historical report is presented on how research began in the field of the didactic of physics. Then a report is presented with research that led to the identification of alternative ideas at various levels of education. Finally, modern studies on the alternative ideas on the concepts of physics and their conclusions are presented and highlight the timeless necessity of the scientific research of alternative ideas and students’ perceptions of physics concepts, proving how valuable it is for physics education in the search for this topic.

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The estimation of length, surface area, and volume by blind and sighted children

Cited by 6 publications

References 5 publications

The Role of Visual Experience in Changing the Size of Objects in Imagery Processing

The Role of Visual Experience in Changing the Size of Objects in Imagery Processing

Assessing elementary understanding of electromagnetic radiation and its implementation in wireless technologies among pre-service teachers

Alternative ideas about concepts of physics, a timelessly valuable tool for physics education

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