Loading...
2 results
Search Results
Now showing 1 - 2 of 2
- Framework for a research-based and interdisciplinary use of sensors in elementary teacher educationPublication . Silva, Maria João; Rodrigues, Margarida; Tempera, TiagoSensors should be integrated into teacher education, as they are essential tools in the digital practices needed for full participation in society. Electronic sensors can be used as laboratory/scientific tools, as everyday mobile learning tools, and as epistemic mediators in several scientific fields, as well as in interdisciplinary approaches. In this way, electronic sensors can play multiple roles in the main dimensions of teacher education. The aim of the research presented in this paper was to create a framework for the research-based and interdisciplinary use of sensors in elementary teacher education, based on the thematic analysis of seven case studies implemented in Portugal. The thematic categories used in the cross-case analysis were fundamental in revealing the different roles played by sensors in the different phases of the didactic sequences of the cases. Subsequently, the thematic analysis made it possible to identify patterns of affordances of sensors and to relate the multiple roles of electronic sensors to different areas of the Portuguese elementary teacher education model. The research synthesis made it possible to outline the framework perspectives. The resulting framework systematized and highlighted the affordances of sensors in pre-service and in-service elementary teacher education as scientific, epistemic, interdisciplinary, and didactic mediators. These affordances were revealed to be particularly important in data-driven inquiry problem-solving, pedagogical content knowledge, and professional knowledge development. The framework created can be expanded in future related research.
- What do adults learn through play regarding interactions and communication with children?Publication . Fuertes, Marina; Isabel Fernandes; Ana Rita Azevedo; Inês Morais; Bárbara Tadeu; Tempera, Tiago Bruno CorreiaIt is well established that the amount of time children spend playing reflects on their learning, quality of exploration, and relationships. However, little is known about what the main benefits for adults are. In this study, we explore the association between the adults’ daily time spent playing with their children (in minutes) and the adults’ quality of interactive behavior and their amount of verbal behavior. Participants are 19 mothers, 17 fathers, 22 female preschool educators, 20 male educators, and 78 children (between 3 and 5 years old). Parents and educators were observed during a joint activity with a child. Results indicate that adults who spend more time playing with their children are more empathic, engaged, reciprocal, and changeling. Moreover, parents were also more positive in their communication with children. This research suggests that play offers individual and dyadic learning to children and adults.