7 research outputs found
Silicon potentials investigated using density functional theory fitted neural networks
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A paradigm shift in the teaching and learning of science using technology in Mauritius: Making a case for incorporating the affective domain.
Through a systematic review of the literature we indicate how the affective domain has been consistently overlooked by current frameworks for integrating technology in the teaching and learning of Science. We argue that presently technology is overwhelmingly employed in education in Mauritius as a source of information rather than a process-based means of knowledge construction which is the premise for conceptual understanding. In this theoretical paper we propose a framework, pedagogical technological integrated medium (PTIM), that builds on the existing premises of pedagogy, content/contextual knowledge and technology to include the affective domain at the common intersection of these three premises. The affective dimension is further explored as a space for interaction between learners, teachers, parents and the social dimension in a series of stages encapsulating, home tasks based on prior knowledge with the lesson delivery at school. We posit that a succinct synchronisation of these various elements would ensure successful implementation of the framework
Teaching and learning physics using technology: Making a case for the affective domain
Even though its importance is underscored in many research pursuits,
attention to the affective domain in learning is often
neglected at the expense of the cognitive development of students
studying science, in particular physics. In this paper we propose a
framework, the pedagogical technological integrated medium
(PTIM) founded on the TPACK model, that builds on the existing
premises of pedagogy, content and technology to make space for
the affective domain where these three premises intersect with
each other. We operationalize the PTIM framework through a
multi-loop model that explores the affective dimension as an overarching
space for interaction among learners, teachers and parents
through a series of stages encompassing home tasks, as well as
classroom and out-of-school activities. Within the qualitative paradigm,
we substantiate from two case studies, an exploratory and an
evaluative one in two different schools, that a succinct synchronisation
of these various interactive elements promotes knowledge
construction springing from the affective domain in terms of motivation,
interest and values and also from their inter-relationships