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Mirjamaija Mikkilaerdmann - One of the best experts on this subject based on the ideXlab platform.
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promoting the understanding of photosynthesis among elementary school student teachers through Text Design
Journal of Science Teacher Education, 2014Co-Authors: Ilona Sodervik, Mirjamaija Mikkilaerdmann, Henna VilppuAbstract:The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational Text can support understanding of photosynthesis better than a non-refutational Text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational Text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science Texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational Text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational Text. Especially students who had naive prior understanding regarding photosynthesis benefitted more from a refutational Text. Thus, a refutational Text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational Text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes.
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improving conceptual change concerning photosynthesis through Text Design
Learning and Instruction, 2001Co-Authors: Mirjamaija MikkilaerdmannAbstract:Abstract The purpose of this study was to investigate the effect of Text Design on 5th grade learners' comprehension of photosynthesis. The study was theoretically motivated by the recent research on conceptual change and on Text comprehension. Two hundred and nine primary school pupils (10-11 yr old) studied either a traditional Text version about photosynthesis or a conceptual change Text in a classroom situation. The conceptual change Text Design took common misconceptions about photosynthesis into account and tried to foster metaconceptual awareness. Children who studied the conceptual change Text Design performed statistically better than the traditional Text group on questions which demanded construction of an adequate mental model of photosynthesis.
Lucia Mason - One of the best experts on this subject based on the ideXlab platform.
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reconsidering conceptual change issues in theory and practice
2002Co-Authors: Margarita Limón, Lucia MasonAbstract:Contributors. Preface. Introduction M. Limon, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change M.T.H. Chi, R.D. Roscoe. Why 'Conceptual Ecology' is a Good Idea A.A. diSessa. On the Nature of Naive Physics S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth J. Ivarsson, et al. Understanding Conceptual Change: A Commentary R.E. Mayer. Part II: Motivational, Social and ConTextual Aspects. The Role of Motivational Beliefs in Conceptual Change E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change O. Hallden, et al. Participative Learning and Conceptual Change M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A ConTextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and ConTextual Aspects of Conceptual Change: A Commentary G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science J. Leach, J. Lewis. Intuitive Rules: The Case of 'More A - More B' R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers K. Merenluoto, E. Lehtinen. Conceptual Change in History M. Limon. Content and Conceptual Change: A Commentary R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change M. Mikkila-Erdmann. Computer-BasedInteractions for Conceptual Change in Science M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary P. Boscolo.
Henna Vilppu - One of the best experts on this subject based on the ideXlab platform.
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promoting the understanding of photosynthesis among elementary school student teachers through Text Design
Journal of Science Teacher Education, 2014Co-Authors: Ilona Sodervik, Mirjamaija Mikkilaerdmann, Henna VilppuAbstract:The purpose of this study was to investigate elementary school pre-service teachers’ understanding of photosynthesis and to examine if a refutational Text can support understanding of photosynthesis better than a non-refutational Text. A total of 91 elementary school pre-service teachers read either a refutational or a non-refutational Text concerning photosynthesis and then answered open-ended questions. Our results indicate that there are critical problems associated with student teachers learning about the process of photosynthesis, even after it has been systematically taught in teacher education. However, the results positively indicate that refutational science Texts seem to foster effective conceptual change among student teachers. The results interestingly showed that students who read a refutational Text improved their systemic and factual understanding of photosynthesis more than did those who read a non-refutational Text. Especially students who had naive prior understanding regarding photosynthesis benefitted more from a refutational Text. Thus, a refutational Text may act as an effective facilitator of conceptual change. These results have implications for teacher education, where conceptual mastery of the most important science phenomena, such as photosynthesis, should be achieved. A refutational Text is an easy and effective way to support conceptual change in higher education. Thus, this study highlights the importance of domain-specific science education in teacher programmes.
Universitat Autònoma De Barcelona. Facultat De Traducció I D'interpreta - One of the best experts on this subject based on the ideXlab platform.
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Typographie und Lesen. Hilfen für das Schreiben und Übersetzen. Textgestaltung: Wie wir lesen, was wir lesen - und warum
Bellaterra : Universitat Autònoma de Barcelona, 2020Co-Authors: Doerr, Emmanuel Jean André, Universitat Autònoma De Barcelona. Facultat De Traducció I D'interpretaAbstract:How we read, what we read - and why. That is here the question. Text Design is also always about the right balance between Text content, Text function and Text form, about the interdependence of Text target, addressee and layout. The well-known Bauhaus maxim "form follows function" applies not only to the Design of armchairs, teapots or kitchens, but also to the adequate Design of information. This special dossier explains which forms of reading are supported by or corresponding to typographic Design - how we read what we see. It also explains which special features in German are effective in the Design of Texts, even if there is perhaps much among them that stems from a common tradition but is handled differently in details. This is the subject of the comparison of Romanic and German Text layouts and advice on how to avoid mistakes when Designing German Texts and characters when translating. The appendix contains information on the classification and proper use of fonts as well as a typographic glossary. This is followed by a typographic bibliography as well as online help and a short special character index¿Cómo leemos, qué leemos y por qué? - Esa es aquí la cuestión. El diseño de Textos también se caracteriza por el equilibrio adecuado entre el contenido del Texto, la función del Texto y su forma, la interdependencia entre el objetivo del Texto, el destinatario y el diseño. La conocida máxima de la Bauhaus "la forma sigue a la función" se aplica no sólo al diseño de sillones, teteras o cocinas, sino también al diseño adecuado de la información. Este dossier especial explica qué formas de lectura se apoyan o corresponden al diseño tipográfico - cómo leemos lo que vemos. También explica qué características especiales en alemán son efectivas en el diseño de los Textos, aunque quizás haya mucho que provenga de una tradición común - pero que se maneje de manera diferente en los detalles. Este es el tema de la comparación de los diseños de los Textos en lenguas románicas y alemanas y los consejos para evitar errores en el diseño de los Textos y caracteres alemanes al traducir. El apéndice contiene información sobre la clasificación y el uso adecuado de las fuentes, así como un glosario tipográfico. A esto le sigue una bibliografía tipográfica, así como una ayuda en línea y un índice de caracteres especialesWie wir lesen, was wir lesen - und warum. Das ist hier die Frage. Auch beim TextDesign geht es immer um das richtige Verhältnis von Textinhalt, Textfunktion und Textform, um die Interdependenz von Textziel, Adressat und Layout. Die bekannte Bauhaus-Maxime „Die Form folgt der Funktion" gilt nicht nur für das Design von Sesseln, Teekannen oder Küchen, sondern auch für die adäquate Gestaltung von Informationen. In diesem Sonder-Dossier wird erklärt, welche Leseformen von der typographischen Gestaltung unterstützt werden oder ihr jeweils entsprechen - wie wir lesen, was wir sehen. Außerdem, welche Besonderheiten im Deutschen bei der Gestaltung von Texten wirksam werden, auch wenn es vielleicht vieles darunter gibt, was einer gemeinsamen Tradition entstammt, aber in Details doch anders gehandhabt wird. Diesem ist der Vergleich von romanischen und deutschen Text-Layouts und Ratschläge für die Vermeidung von Fehlern beim Gestalten deutscher Texte und der Zeichenverwendung gewidmet, auch bei der Übersetzung. Im Anhang finden sich Informationen zur Klassifizierung und sachgemäßen Verwendung von Schriften sowie ein typographisches Glossar. Im Anschluss eine typographische Bibliographie sowie Online-Hilfen und ein Sonderzeichen-Verzeichni
Margarita Limón - One of the best experts on this subject based on the ideXlab platform.
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reconsidering conceptual change issues in theory and practice
2002Co-Authors: Margarita Limón, Lucia MasonAbstract:Contributors. Preface. Introduction M. Limon, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change M.T.H. Chi, R.D. Roscoe. Why 'Conceptual Ecology' is a Good Idea A.A. diSessa. On the Nature of Naive Physics S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth J. Ivarsson, et al. Understanding Conceptual Change: A Commentary R.E. Mayer. Part II: Motivational, Social and ConTextual Aspects. The Role of Motivational Beliefs in Conceptual Change E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change O. Hallden, et al. Participative Learning and Conceptual Change M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A ConTextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and ConTextual Aspects of Conceptual Change: A Commentary G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science J. Leach, J. Lewis. Intuitive Rules: The Case of 'More A - More B' R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers K. Merenluoto, E. Lehtinen. Conceptual Change in History M. Limon. Content and Conceptual Change: A Commentary R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change M. Mikkila-Erdmann. Computer-BasedInteractions for Conceptual Change in Science M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary P. Boscolo.