Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited

Autor/in	Kim, Mi Song
Titel	Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 6, S.2133-2154 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Informal Education; Special Needs Students; Case Studies; Astronomy; Science Instruction; Interdisciplinary Approach; Learning Activities; Multiple Literacies; Disabilities; Special Education; Qualitative Research; Models; Surveys; Observation; Semi Structured Interviews; Singapore + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; Sonderpädagogischer Förderbedarf; Case study; Fallstudie; Case Study; Astronomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernaktivität; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung; Analogiemodell; Survey; Umfrage; Befragung; Beobachtung; Singapur
Abstract	In light of the challenges facing science educators and special education teachers in Singapore, this study entails design-based research to develop participatory learning environments. Drawing upon Vygotskian perspectives, this case study was situated in an informal workshop around the theme of "day and night" working for Special Needs Students in Singapore. Moving away from traditional astronomy teaching, we aim to explore interdisciplinary multimodal modeling activities towards developing a participatory learning environment. As the main finings of this case study, the central benefits of interdisciplinary multimodal modeling activities are twofold: (1) promoting multiliteracies development using digital and multimodal resources for supporting the emotional and social experiences in developing learners' astronomical understanding; and (2) integrating learners' everyday experiences with scientific astronomical understanding for the development of higher cognitive functions. These findings emphasize the need for the cultural development of Special Needs Students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01