Unit:
Κατεύθυνση Τεχνολογίες της Πληροφορίας και της Επικοινωνίας για την ΕκπαίδευσηLibrary of the School of Education
Supervisors info:
Παναγιώτης Παντίδος, Επίκουρος καθηγητής, ΤΕΑΠΗ, ΕΚΠΑ
Μαρία Σφυρόερα, Αναπληρώτρια καθηγήτρια, ΤΕΑΠΗ, ΕΚΠΑ
Αναστασία Γεωργάκη, Καθηγήτρια, Τμήμα μουσικών σπουδών, ΕΚΠΑ
Original Title:
Χορογραφώντας τη Φυσική: Μια διεπιστημονική προσέγγιση των καταστάσεων της ύλης μέσω της τέχνης του Χορού
Translated title:
Choreographing Physics: An interdisciplinary approach to the states of matter through the art of dance
Summary:
The present study aimed to develop an educational program based on an embodied approach for understanding the states of matter through the art of dance. A key structural characteristic was the continuous internal didactic transposition of reference knowledge from dance and physics, in collaboration between the lead researcher (choreographer - dance educator) and a researcher (specialist in science education). The application took place in an urban school with the participation of a group of 12 fifth-grade students, ten of whom did not speak Greek as their first language. The primary tool for exploring and conceptualizing the students' and researchers' understanding was the moving human body as a means of generating and transforming choreographies. The research design followed a linear trajectory with discrete phases (pre-test, instructional intervention, post-test), allowing for the assessment of the program's impact on student learning through data collected before and after each instructional intervention via written questionnaires and video recordings. The educational program was structured into three instructional activities, each constituting interventions. The first focused on solids, the second on fluids and gases, and the third on all three states of matter combined, integrating into instruction a video created exclusively for the purposes of the instructional intervention. The instructional interventions were products of the interaction between the two researchers, largely digitally mediated and embodied, either through computer-supported collaborative work or through engaging in experimental movement exploration conducted during their meetings, which were videotaped. It is shown that the implementation of the educational program led the majority of the children to improve their conceptualizations regarding both macroscopic features of matter, such as approaching solids as 3D entities and connecting evaporation with heat transfer, and microscopic characteristics, such as representing the particulate nature of matter and the relative motion of molecules in different states. The children transitioned from their initial, alternative ideas to others consistent with scientific knowledge, thus forming a precursor model for the states of matter that aligns with the learning objectives derived from the curriculum. After some modifications, it appears that the boundaries of applying the proposed educational program could be tested with students of different ages, as well as with other concepts in the natural sciences. Overall, the need for integrating such instructional activities within the school curriculum is highlighted in an educational system that primarily excludes the body from the learning process, thus depriving scientific thinking of creativity and imagination.
Main subject category:
Education - Sport science
Keywords:
Embodied learning, Dance, Science Education, Precursor model, Didactic transposition, States of matter
Number of references:
230
