10 research outputs found
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The effect of stop-action video on children\u27s understanding of the physical principles involved in balance.
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Predicating from an early age: edusemiotics and the potential of children’s preconceptions
This paper aims to explain how semiotics and constructivism can collaborate in an educational epistemology by developing a joint approach to prescientific conceptions. Empirical data and findings of constructivist research are interpreted in the light of Peirce’s semiotics. Peirce’s semiotics is an anti-psychologistic logic (CP 2.252; CP 4.551; W 8:15; Pietarinen in Signs of logic, Springer, Dordrecht, 2006; Stjernfelt in Diagrammatology. An investigation on the borderlines of phenomenology, ontology and semiotics, Springer, Dordrecht, 2007) and relational logic. Constructivism was traditionally developed within psychology and sociology and, therefore, some incompatibilities can be expected between these two schools. While acknowledging the differences, we explain that constructivism and semiotics share the assumption of realism that knowledge can only be developed upon knowledge and, therefore, an epistemological collaboration is possible. The semiotic analysis performed confirms the constructivist results and provides a further insight into the teacher-student relation. Like the constructivist approach, Peirce’s doctrine of agapism infers that the personal dimension of teaching must not be ignored. Thus, we argue for the importance of genuine sympathy in teaching attitudes. More broadly, the article also contributes to the development of postmodern humanities. At the end of the modern age, the humanities are passing through a critical period of transformation. There is a growing interest in semiotics and semiotic philosophy in many areas of the humanities. Such a case, on which we draw, is the development of a theoretical semiotic approach to education, namely edusemiotics (Stables and Semetsky, Pedagogy and edusemiotics: theoretical challenge/practical opportunities, Sense Publishers, Rotterdam, 2015)
History learning based on the construction of narratives about the past
Esta investigação analisa a constituição do pensamento histórico de jovens estudantes entre 12 e 14 anos do ensino fundamental no Brasil e em Portugal, com relação aos fatos que se articulam nas histórias nacionais dos dois paÃses. Os eventos escolhidos para o estudo em questão concentram-se em elementos relacionados ao conteúdo substantivo e à meta-história, no ensino de história do Brasil e história de Portugal. Analisamos, neste artigo, a forma como os alunos brasileiros e portugueses responderam ao desafio de pensar a história do Brasil sem a presença portuguesa. Nosso trabalho se fundamenta na ideia de que, para a constituição de aprendizagens históricas, é importante que os alunos sejam capazes de compreender as diversidades históricas do passado humano reconstituÃdo pela historiografia. Isso implica na capacidade de produzir conhecimentos a partir da consciência de que o conhecimento sobre o passado é realizado perante a evidência histórica. Entre os resultados que encontramos está a forma tradicional de ensinar história que ainda vigora, principalmente nas escolas brasileiras: a falta de utilização de marcadores temporais pelos alunos brasileiros. Com relação à análise das narrativas, pudemos perceber, na maioria dos jovens, um entendimento do passado como estático, mas também encontramos narrativas que estabelecem uma relação entre presente, passado e futuro ao perspectivar a possibilidade de mudança do curso dos fatos.This research analyses the constitution of the historical thought of young students ages 12-14 from elementary schools in Brazil and Portugal, concerning facts articulated with the national histories of both countries. The events chosen for this research are focused on elements related to substantive content and meta-history in the teaching of the history of Brazil and the history of Portugal. We analyze, in this article, the way Brazilian and Portuguese students have answered to the challenge of thinking the history of Brazil without the Portuguese presence. Our work is based on the idea that, to build historical learning, it is important that students are capable to understand historical diversities from the human past reconstituted by historiography. This implies the capacity to produce knowledge understanding that the knowledge about the past is accomplished through historical evidence. Among the results we have found, it is the traditional way to teach History that still prevails, mainly in Brazilian schools: the lack of use of temporal markers by Brazilian students. Regarding the analysis of the narratives, we could notice, in most of the young students, an understanding of the past as something static, but we have also found narratives establishing relations between the present, past, and future, considering the possibility of changing the course of facts.CNPq -Conselho Nacional de Desenvolvimento CientÃfico e Tecnológico(undefined