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Περίληψη
Η παρούσα διατριβή διερευνά τη Μάθηση μέσω Κινητών Συσκευών, δηλαδή τη δυνατότητα τωνμαθητών να έχουν πρόσβαση σε πόρους μάθησης ενώ βρίσκονται σε κίνηση, και τα οφέλη πουαποφέρει η ενσωμάτωσή της στην διδασκαλία των μαθητών με δυσλεξία σε θέματα τηςπεριβαλλοντικής εκπαίδευσης.Η έρευνα που σχεδιάστηκε υλοποιήθηκε σε μαθητές Δευτεροβάθμιας Εκπαίδευσης και περιελάμβανεεκπαιδευτικές δραστηριότητες για την μελέτη του φυσικού περιβάλλοντος ενός αστικού πάρκου.Προκειμένου να διαπιστώσουμε αν προκύπτουν οφέλη για τους μαθητές με δυσλεξία από τη χρήσητων κινητών συσκευών κατά την μαθησιακή διαδικασία, έγινε σύγκριση της μεταβολής στις γνώσεις καιστις στάσεις των μαθητών πριν και μετά την εκπαιδευτική παρέμβαση, αλλά και σύγκριση με άλλεςομάδες δυσλεκτικών ή τυπικών μαθητών που ακολούθησαν "παραδοσιακές" μεθόδους μάθησης.Τα αποτελέσματα έδειξαν ότι οι δραστηριότητες υπήρξαν αποτελεσματικές και οι μαθητές με δυσλεξίαπαρουσίασαν τις μεγαλύτερες και θετικότερες μεταβολές στις απαντήσεις τους, ιδια ...
Όλα τα τεκμήρια στο ΕΑΔΔ προστατεύονται από πνευματικά δικαιώματα.
The present study is referred to the introduction of young children in history and to the relationship between historical education and early childhood education. In contemporary international curriculums from the early childhood education we can find many references from the historical past. It seems that the institutional forms of early education, part of which are the curriculums, recognize the significance of the historical education. In their proposals, the contemporary curriculums include elements about the history and they are accompanied by guides from the teachers. In some cases, these are focused in historical education. The references in the curriculums about history in the early childhood education and their proposals about the contact of the young children with the historical past provide the directions from the application of integrated lessons plans oriented in history. In the present research, these approaches are recorded and presented after the study of the Greek and ...
The present study is referred to the introduction of young children in history and to the relationship between historical education and early childhood education. In contemporary international curriculums from the early childhood education we can find many references from the historical past. It seems that the institutional forms of early education, part of which are the curriculums, recognize the significance of the historical education. In their proposals, the contemporary curriculums include elements about the history and they are accompanied by guides from the teachers. In some cases, these are focused in historical education. The references in the curriculums about history in the early childhood education and their proposals about the contact of the young children with the historical past provide the directions from the application of integrated lessons plans oriented in history. In the present research, these approaches are recorded and presented after the study of the Greek and international curriculums and the published educational practice in the global bibliography. The main elements and the factors, which offer a meaning to the historical past in the early education and affect the historical education in the early years, are investigated and analyzed. These elements and factors form the current standards of the introduction in history for the young children. They also form the main principles of an annual training program for the early historical education and historical concepts. In the context of our research we have designed and implemented an annual educational training from the kindergarten which is tested in the case study of our research. The corpus and the data analysis of our case study are carried out with the use of methodological tools of the educational research and specifically the action research. This study and research seek to outline the contemporary image of the historical education in the early years. We expect to explore the key issues which affect the relationship between historical and early education. After the collection, analysis and interpretation of data we conclude that we can make history in kindergarten by creating an appropriate learning environment that takes account of the modern views on historical knowledge and is based on the age of children. It is suggested that the introduction of small children in the historical education can be done though the appropriately approach of the concept of historical time, utilizing the experiences and the representations of children and of the relevant persons and delving into distant historical past with appropriate pedagogical strategies.