The Nature of Knowledge and Creativity in a Technological Context in Music and Mathematics: Implications in Combining Vygotsky and Piaget’s Models

Champlain, Yves de; DeBlois, Lucie; Robichaud, Xavier; Freiman, Viktor

doi:10.1007/978-3-319-72381-5_19

Cited by 6 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Stoltz (2010) and Stoltz et al (2014aStoltz et al ( , 2014b are cited here as initiatives in this direction. On the other hand, interesting discussions involving the concept of grasp of consciousness can be seen in Champlain et al (2018); Cooper and Stoltz (2018); Becker (2017); Montoya (2017); Othman and Stoltz (2017); Pinheiro and Becker (2014); Stoltz et al (2014); Carneiro et al (2015) and Moro (2005).…”

Section: Resultsmentioning

confidence: 99%

Consciousness in Piaget: possibilities of understanding

Stoltz

2018

Psicol. Refl. Crít.

View full text Add to dashboard Cite

The objective of this article is to analyze the understanding of the concept of consciousness in Piaget. The theme of consciousness is a key concept in Piaget's theory and he is one of the few psychologists to offer a theoretical structure for the understanding of this theme. Notwithstanding, his proposal for understanding consciousness has been little approached or discussed. Grasp of consciousness, for Piaget, can be understood as the cognitive process of assimilating one's own functioning or that of the other when interacting with physical objects, people, and oneself. The process of constructing grasp of consciousness is explained by meaningful implication, reflecting abstraction, and equilibration. The dialectics between body and mind and between causality and implication pervade the discussions on consciousness in Piaget's work. Consensus is not found in the literature with regard to Piaget's conception of consciousness in virtue of this theme being dealt with at different times in his works with slightly distinct approaches. His works following the 1960s offer new possibilities of understanding the concept of consciousness. Although Piaget moved on in his formulations about consciousness, the essence of his ideas can already be found in his early works.

show abstract

Section: Resultsmentioning

confidence: 99%

Consciousness in Piaget: possibilities of understanding

Stoltz

2018

Psicol. Refl. Crít.

View full text Add to dashboard Cite

show abstract

“…a. Les composantes à considérer pour la construction de connaissances dans l'apprentissage de la programmation Les contraintes informatiques sont introduites par les langages et les systèmes technologiques. En effet, ces environnements transforment l'environnement dans lequel les élèves évoluent, notamment parce que le milieu auquel ils sont sensibles dévoile un processus influencé par les rétroactions offertes par l'outil technologique (de Champlain et al, 2018). Nos analyses montrent que ces rétroactions semblent contribuer à des prises de conscience pouvant initier l'interprétation, la réduction d'informations et la représentation.…”

Section: Discussionunclassified

Analyse du processus de construction de connaissances dans des activités de programmation à l’école

Roméro

DeBlois

2022

Can. J. Sci. Math. Techn. Educ.

Self Cite

View full text Add to dashboard Cite

The introduction of programming activities in the classroom has given rise to a variety of teaching methods. Some methods focus on learning to code while others take a creative programming approach (Resnick & Rusk, 2020). This study looks at creative programming as an opportunity for students to develop their reasoning skills. Drawing from both mathematics teaching and creative programming practices, we identify the elements of informatics thinking and use them to analyze the behaviour of students during a programming task in educational robotics. We also apply certain conceptual tools from both the field of mathematics teaching and the framework of informatics thinking in the course of our study. Creative programming practices provide six factors for analyzing how the students approached situational problems, framed the problems, learned the code, and developed the programs. From a didactics perspective, we use the components of DeBlois’ model (2001, 2003) for interpreting cognitive activities to analyze elements in the knowledge-building process. Our article ends with a comparison of the benefits of each analytical framework, which could have implications for teacher training on programming in the classroom.

show abstract

Formation of the Creative Teacher’s Personality in the Context of Modern Education

Копылова

2021

Technology, Innovation and Creativity in Digital Society

View full text Add to dashboard Cite

The Nature of Knowledge and Creativity in a Technological Context in Music and Mathematics: Implications in Combining Vygotsky and Piaget’s Models

Cited by 6 publications

References 22 publications

Consciousness in Piaget: possibilities of understanding

Consciousness in Piaget: possibilities of understanding

Analyse du processus de construction de connaissances dans des activités de programmation à l’école

Formation of the Creative Teacher’s Personality in the Context of Modern Education

Contact Info

Product

Resources

About