Young Maltese children's ideas about plants

Gatt, Suzanne; Tunnicliffe, Sue Dale; Borg, Kurtsten; Lautier, Katya

doi:10.1080/00219266.2007.9656080

Cited by 84 publications

(77 citation statements)

References 9 publications

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“…Παρόμοια είναι η κατάσταση και όσον αφορά το κυκλοφορικό σύστημα, αφού οι μαθητές έχουν αρκετές εναλλακτικές ιδέες σχετικά με το μέγεθος και το σχήμα της καρδιάς˙ συχνά σχεδιάζουν την καρδιά με σωστές αναλογίες, ως προς το μέγεθός της (Mintzes, 1984), αλλά χρησιμοποιώντας το γνωστό σύμβολο της καρδιάς, όπως αυτό παρουσιάζεται στην καθημερινότητα (Gatt & Saliba, 2006;Mintzes, 1984). Σχετικά με την εσωτερική δομή της καρδιάς, πολλοί μαθητές επιλέγουν μια απεικόνιση με τρεις κοιλότητες (Arnaudin & Mintzes, 1985;Windschitl, 1995).…”

Section: κινητή μάθηση και η χρήση των ταμπλετών στην εκπαίδευσηunclassified

“…Από σχετικές έρευνες φαίνεται ότι οι μαθητές δυσκολεύονται να κατανοήσουν τον τρόπο λειτουργίας του αναπνευστικού συστήματος (Hmelo, Holton, Allen, & Kolodner, 1997;Mintzes, 1984;Tracana, Varanda, Viveiros, & Carvalho, 2012), αλλά και του κυκλοφορικού συστήματος (Allen, 2014;Gatt & Saliba, 2006). Επιπλέον, φαίνεται ότι οι μαθητές δυσκολεύονται να εντοπίσουν τη σχέση ανάμεσα στο αναπνευστικό και το κυκλοφορικό σύστημα (Arnaudin & Mintzes, 1985).…”

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Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

Μαστροκούκου¹,

Φωκίδης²

2017

HJRE

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Περίληψη Η εργασία αφορά τη χρήση εφαρμογής για ταμπλέτες για τη διδασκαλία των συστημάτων του ανθρώπινου οργανισμού. Σκοπός ήταν να διερευνηθεί κατά πόσο μια εφαρμογή με τρισδιάστατες απεικονίσεις και στοιχεία επαυξημένης πραγματικότητας μπορεί να βοηθήσει στην καλύτερη κατανόηση από τους μαθητές του τρόπου λειτουργίας του αναπνευστικού και κυκλοφορικού συστήματος και του τρόπου με τον οποίο αυτά συνεργάζονται. Για το σκοπό αυτό, οργανώθηκαν δύο ομάδες μαθητών της Στ' Δημοτικού, οι οποίοι διδάχθηκαν το ίδιο αντικείμενο με δύο διαφορετικούς τρόπους διδασκαλίας. Στην πρώτη ομάδα εφαρμόστηκε ομαδοσυνεργατική διδασκαλία, η οποία ενισχύθηκε, σε κάποιο βαθμό, τεχνολογικά, ενώ η δεύτερη ομάδα χρησιμοποίησε αποκλειστικά και μόνο ταμπλέτες. Οι διδακτικές παρεμβάσεις διήρκησαν η κάθε μία τέσσερα διδακτικά δίωρα. Στην έρευνα συμμετείχαν συνολικά 50 μαθητές. Η συλλογή των δεδομένων πραγματοποιήθηκε με τη χρήση φύλλων αξιολόγησης και ερωτηματολογίου. Τα αποτελέσματα έδειξαν ότι η ομάδα που χρησιμοποίησε τις ταμπλέτες είχε καλύτερες επιδόσεις σε σχέση με την άλλη ομάδα. Η έρευνα ανέδειξε τη θετική επίδραση που είχαν οι ταμπλέτες στις επιδόσεις των μαθητών, ενώ φάνηκε και η θετική στάση των μαθητών απέναντι στη χρήση τους στη διδασκαλία. AbstractThis study involves the use of a mobile application for teaching facts about the human body systems. The purpose was to examine whether an application that uses 3D models and augmented reality elements, can help students to better understand the functions of the respiratory and circulatory system, and the way these two systems collaborate with each other. In order to examine the above, two groups of 6th-grade students were formed and they were taught using two different teaching methods.

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Section: κινητή μάθηση και η χρήση των ταμπλετών στην εκπαίδευσηunclassified

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Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

Μαστροκούκου¹,

Φωκίδης²

2017

HJRE

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“…실제로 남학생들보다 여학생들은 식물을 더 잘 인식하기도 한다 (Gatt et al, 2007;Schussler & Olzak, 2008). 초등학생들을 대상으로 한 연구에서 남학생들보다 여학생들이 식물에 대한 흥미가 더 높은 것으로 나타났다 Kim et al, 2012).…”

Section: 연구도구unclassified

Analysis of Pre-service Elementary Teachers' Responses to Learning using Plant-observation Activities and Observation Journal Writing

Kim¹

2015

Journal of Korean Elementary Science Education

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The purpose of this study was to analyze the responses of pre-service elementary teachers to the plant learning using plant-observation activities and observation journal writings. Thirty pre-service teachers participated in this study. Before and after practicing plant observation and observation journal writing for 11 weeks, pre-service teachers' interest to plants, attitude to plant-observation teaching, and plant-observation teaching efficacy were examined using a questionnaire. Also, the observation journals, reflective journal writings, and interviews were analyzed to investigate their qualitative change. In addition, the pre-service teachers were classified by multidimensional scaling and cluster analysis with respect to attitude to plant-observation teaching and observation journal writing, and teaching efficacy. While the pre-service teachers showed significant increase of the interest to plants and plant-observation teaching efficacy, and positive change of the attitude to plant-observation teaching, there was a little difference between gender with more positive effects on females. The positive attitude changes of pre-service teachers included positive recognition about plants and the diversity, increased interest and curiosity about plants, careful observation about nearby plants, and independent learning and positive inquiry with plants. In terms of teaching efficacy, they showed positive change such as enjoyment and satisfaction with plant-observation, confidence as elementary teachers in the future, and recognition about the importance of elementary teachers for plant education. However, the changes were different among the groups classified by attitude to plant-observation teaching and observation journal writings, and plant-observation teaching efficacy.

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“…Freelists tend to be more complete the more focused the domain (Quinlan 2005). Thus, it is better to ask for the names of locally growing trees, or local vines, as was done in this study, rather than ask for a list of all the plants that grow locally (e.g., Gatt et al 2007). The analysis of freelists involves a number of recurrent problems, including the listing of synonyms and the inclusion of terms at different levels of contrast (such as evergreen at the intermediate folk biological level, pine at the generic level, and loblolly pine at the specific level) (Borgatti 1996:2).…”

Section: Ethnobotany Research and Applications 444mentioning

confidence: 99%

“…Is vegetation vaguely varied and green (e.g., Shipman & Boster 2008), or are various life forms such as tree or vine recognized? Several studies indicate that tree, grass, and vine life forms are recognized and differentiated by very young children (Dougherty 1979, Gatt et al 2007. Does recognition stop at the generic level?…”

Section: Ethnobotany Research and Applications 448mentioning

confidence: 99%

Botanical Knowledge of a Group of College Students in South Carolina, U.S.A.

Wagner

2008

Ethnobot. Res. App.

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literacy, and ecoliteracy is necessary for sustainable resource management and support of conservation efforts (e.g., Pilgrim et al. 2007Pilgrim et al. , 2008. I report on the first stage of study of the botanical knowledge of college students in South Carolina, U.S.A. In particular, I address issues of comparability or commensurable domains of analysis for cross-cultural studies of botanical knowledge, and I submit a plea to researchers to examine and report both the correct and incorrect answers they receive. MethodsThirty-one students between ages 18-22 were asked to freelist garden flowers, locally-growing grasses, local domesticated crops, and native/local trees, vines, and wildflowers/weeds. Informants were not chosen by any statistical sampling strategy: their recruitment was at the discretion of the interviewers, who were themselves, undergraduate students at the University of South Carolina. Answers were scored as correct, wrong, or inappropriate. Responses were run through ANTHROPAC 4.0 (Borgatti 1996) to examine cultural consensus. Botanical Knowledge of a Group of College Students in South Carolina, U.S.A. Gail E. Wagner Education AbstractThirty-one 18-22-year-old college students in South Carolina, U.S.A., were asked to freelist garden flowers, local grasses, local crops, and native/local trees, vines, and wildflowers/weeds. Answers were scored as correct, wrong, or inappropriate. Whereas the students could list an average of 9.0 crops, 8.4 trees, and 5.4 garden flowers correctly, they could list only 1.9 vines, 1.7 wildflowers/weeds, and 1.4 grasses correctly. Incorrect answers (answers that were wrong or inappropriate) were listed by 22.5% to 58.0% of the students depending on the domain. The types of incorrect answers given indicate a fuzzy understanding or knowledge of local ecology, plant morphology or habit, and domesticated versus wild or weedy status. Results indicate the solicited life forms or domains of plants hold unequal cultural saliency for this selection of students. Knowledge appears highest for crops, trees (particularly planted trees), and showy garden flowers, reflecting highest familiarity with the surrounding managed landscape and least familiarity with wild and less noticeable vegetation. Some answers reflect vicarious knowledge of plants rather than knowledge gained through direct experience. This study points out the need to carefully consider which domains of plant knowledge should be compared cross-culturally, and the need to quantify and examine incorrect as well as correct answers.

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Young Maltese children's ideas about plants

Cited by 84 publications

References 9 publications

Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

Τα tablets στην εκπαίδευση. Αποτελέσματα από πιλοτικό πρόγραμμα για τη διδασκαλία συστημάτων του ανθρώπινου οργανισμού σε μαθητές δημοτικού

Analysis of Pre-service Elementary Teachers' Responses to Learning using Plant-observation Activities and Observation Journal Writing

Botanical Knowledge of a Group of College Students in South Carolina, U.S.A.

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