![]() ![]() This study was carried out across two phases, using qualitative and experimental methods. A socio-constructivist approach was employed. This study aims to investigate effect of a proposed training programme for chemistry teachers based on their training needs in light of the requirements of the developed chemistry curricula. The defined results might arise from fortification effect of the concept cartoons over self-expression skills of the children. Having finalized the materials, during the main application phase it was determined that the children listened the instructions carefully, they put forward their ideas enthusiastically, they liked the visuals. In the development process, the concept cartoons were revised with the feedback coming both from informal interviews performed with university lecturers and applied evaluation forms. The concept cartoons were developed in three stages as: planning, implementing and evaluating. They were called as “Aliş’s Bag”, “Monkey Kiki’s Experiment”, “Aliş’s Table”, “Boni at the Greengrocer’s” and “Little Bear Boni is at the Sandpool”. ![]() Within the framework of the study, five concept cartoons were developed. The study was performed with 25 preschool teachers, 10 university lecturers and 76 preschool children in 2011-2012 spring educational term in Çayeli region of Rize province. The aim of the present study is to develop concept cartoons for preschool children and to determine the reflections in the application process of these cartoons. O instrumento, aplicado por um observador das aulas de 25 alunos de um curso de formação inicial de professores do ensino primário, no âmbito de um módulo sobre ensino de ciências, permite a apreciação do tipo de ensino realizado, bem como a sua evolução ao longo de um processo de formação. Fornece oportunidades para os alunos utilizarem as novas ideias. Cria uma atmosfera de aula favorável à discussão 6. Escolhe materiais e atividades para os alunos testarem as suas ideias 5. Guia os alunos na geração de explicações e interpretações alternativas 3. Usa o conhecimento prévio dos alunos para guiar o ensino 2. ![]() So (2002), com base nas características de um ensino de natureza construtivista, desenvolveu um inventário de 22 itens, agrupados em 6 domínios, designadamente: 1. uma prática de natureza transmissiva centrada no ensino e no professor em associação com uma conceção de ensino dos professores orientada para o conteúdo da disciplina. Os autores encontraram uma surpreendentemente clara relação entre uma prática centrada no aluno e na aprendizagem, associada a uma conceção de ensino dos professores centrada no desenvolvimento do aluno vs. ![]()
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