Unit:
Διαπανεπιστημιακό ΠΜΣ Διδακτική και Μεθοδολογία των ΜαθηματικώνLibrary of the School of Science
Supervisors info:
Δέσποινα Πόταρη Αναπλ. Καθηγήτρια (Επιβλέπουσα), Χαράλαμπος Σακονίδης Καθηγητής, Νικόλαος Κλαουδάτος Δρ. Διδακτικής των Μαθηματικών
Original Title:
Η μάθηση των Μαθηματικών στο πλαίσιο ενός Μουσείου Επιστημών
Translated title:
Mathematical learning in a Science Museum
Summary:
The importance of informal mathematical learning has been constituting a
concern for mathematics teaching researchers over the recent years. The present
work, targeting the studying of the value of learning that is supported by the
activities of a Science Museum, focuses as much on the development procedure of
the mathematical knowledge in the frame of inquiry-based learning, as on the
studying of the pupils’ affect during the learning process. The research
constitutes a case study of two cycles of educational activities, the first one
with pupils of the first and second grade of the elementary school and the
second one with pupils of the fifth and sixth grade. The data were collected
during the observation of 8 two-hour educational projects. The results of the
research brought to light a cognitive-mathematical course during which the
pupils’ preexisting knowledge or alternative ideas transform into mathematical
knowledge. Moreover, four aspects of the affective domain (the affect) were
identified: the feelings, the motive, the interest and the pupils’ attitude
towards learning in this specific (learning) frame.
Keywords:
Informal learning, Science museum, Inquiry-based learning, Affect
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