The intertextuality of children's explanations in a technology-enriched early years science classroom

Kumpulainen, Kristiina; Vasama, Satu; Kangassalo, Marjatta

doi:10.1016/j.ijer.2004.11.002

Cited by 18 publications

(9 citation statements)

References 16 publications

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“…Instructors can watch the targeted experiment on a video before class and then revise the presentation to meet the needs of the particular group of students, making it more functional in a new form. The results of studies that have focused on the use of inquiry-based teaching materials and how they can be useful to students in terms of providing easy comprehension and to teachers as a guideline for teaching, are consistent with the outcome of the present study (e.g., Edelson, Gordin, & Pea, 1999;Kumpulainen, Vasama, & Kangassalo, 2003).…”

Section: Discussionsupporting

confidence: 88%

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Sever¹,

Oguz-Unver

Yürümezoğlu

2013

AJET

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This study was conducted in the light of the philosophical framework of inquiry-based science education. The research involved the presentation of experiments on basic science concepts that have been tested for validity through inquiry-based processes. The experiments were formulated firstly to determine what differences there would be in student academic achievement and in their attitudes toward the school subject of Science and Technology when the experiments were introduced by demonstration or in a video. Another purpose of the study was to create technology-supported teaching materials to enrich the learning environment. The participants in the research were second-year preservice teachers (N=149) who were students in classroom teaching. The study was of a quasi-experimental design and made use of a pretest, post-test and permanency test with a control group. The results then being merged with the observation notes of the researchers. The study set forth the strong and weak aspects of both teaching strategies and concluded that using both methods to complement each other would be effective in teaching and would also constitute an alternative to the teaching materials and strategies used in schools with scarce resources. IntroductionCell phones, computers, televisions and other devices are an inseparable part of our daily lives. Individuals are overpowered by all of these devices on a daily basis but still demand the right to benefit from technology in their formal educational processes as well. As a result, technology has inevitably entered the teaching environment. The most important prerequisites for living in today's information society are critical thinking and inquiry skills, the capability to access reliable information, and the capacity to use these assets in ordinary problem-solving and decision-making processes. The integrated structure and complexities of knowledge and technology bring inquiry into the forefront of information access processes and the teaching environment. Inquiry-based science education is a teaching strategy that is in harmony with constructivist learning theory and as such, is a practice that ensures students' interaction with surrounding objects and phenomena, and allows them the opportunity to benefit from technology. It is only when technology-supported teaching strategies are reinforced with inquiry-based science education that a more solid and meaningful integration of the individual's daily life and the learning experience in a teaching atmosphere can be achieved. Developing teaching materials by using videos in the teaching environmentWith the start of World War II, the use of audio-visual equipment for educational purposes declined while the practice of relying on this equipment showed an increase in the military and in industry (Reiser, Tabak, Sandoval, Smith, Steinmuller, & Leone, 2001). When the U.S. began to use audio-visual apparatus to its advantage during the war, this equipment caught the attention of educators in classrooms and also stimulated interest in resear...

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Section: Discussionsupporting

confidence: 88%

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Sever¹,

Oguz-Unver

Yürümezoğlu

2013

AJET

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“…It also contributes to research on science learning more generally (e.g., Varelas & Pappas, 2006;Kumpulainen et al, 2003), by showing how students -through imagination -can create and evaluate contrasting explanations, even seemingly implausible ones. More specifically, our conceptual framework illuminated what triggered the loops of imagination and the different forms these loops took Furthermore, our conceptual framework helped to unpack the social work needed for imagination to take place in classroom interactions.…”

Section: Discussionmentioning

confidence: 94%

“…The students are also asked to explore different explanations to phenomena in the natural world and judge their plausibility (Varelas & Pappas, 2006;Kumpulainen et al, 2003), all of which require imagination. In other words, when learning about particular phenomena, students (like scientist) revisit and revise how they imagine these phenomena.…”

Section: …And Their Dynamics In Science Educationmentioning

confidence: 99%

Interactive dynamics of imagination in a science classroom

Hilppö¹,

Rajala

Zittoun

et al. 2017

FLR

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In this paper, we introduce a conceptual framework for researching the dynamics of imagination in science classroom interactions. While educational interest in imagination has recently increased, prior research has not adequately accounted for how imagination is realized in and through classroom interactions, nor has it created a framework for its empirical investigation. Drawing on a theory of imagination situated in cultural psychology (Zittoun et al., 2013;Zittoun & Gillespie, 2016), we propose such a framework. We illustrate our framework with a telling case (Mitchell, 1984)

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“…Intertextuality has also been used to analyze the social construction of disciplinary learning. A study by Kumpulainen, Vasama, and Kangassalo (2003) illuminated how students make sense of science in inquiry classrooms by examining learners' construction of science-related explanations and their intertextual connections. This study illuminated how intertextual links functioned as tools for the students (a) to share and validate previous experiences as sources of knowledge, (b) to establish reciprocity with one another in meaning-making, (c) to define themselves as learners of science and as individuals with specific experiences and backgrounds, and (d) to construct, maintain, and contest the cultural practices of what it means to do and learn science in the classroom.…”

Section: Intertextualitymentioning

confidence: 99%

What Is Connected Learning and How to Research It?

Kumpulainen¹,

Sefton‐Green²

2012

International Journal of Learning and Media

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Efforts to understand the dynamic processes of learning situated across space and time, beyond the here and now, are presently challenging traditional definitions of learning and education. How can we conceptualize learning in a way that is able to respond to and explain the increasing complexity, connectivity, and velocity of our times? We elaborate on the notion of "connected learning" as a conceptual heuristic that has recently received recognition as a potential lens and a model through which to research and promote learning as a holistic experience that stretches beyond formal and informal communities. We reflect on the methodological challenges of describing, defining, and analyzing connected learning across young peoples' everyday "learning lives" from the sociocultural and dialogic perspectives. We discuss such key notions for connected learning as understanding, tracking, and tracing learners; chronotopes; boundary crossing; intertextuality; and learning lives.

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The intertextuality of children's explanations in a technology-enriched early years science classroom

Cited by 18 publications

References 16 publications

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

The effective presentation of inquiry-based classroom experiments using teaching strategies that employ video and demonstration methods

Interactive dynamics of imagination in a science classroom

What Is Connected Learning and How to Research It?

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