Kindergarten Children Demonstrating Numeracy Concepts through Drawings and Explanations: Intentional Teaching within Play-based Learning

Chigeza, Philemon; Sorin, Reesa

doi:10.14221/ajte.2016v41n5.5

Cited by 9 publications

(6 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Likewise, teacher perceptions visualized in images are also an interesting finding in this study. The same is the case with other studies that use images to describe a concept or perception, such as Chigeza and Sorin (2016) about the concept of numeration for kindergarten children, Kose and Bayir (2016) about the perception of peace for students, Turgut and Turgut (2020) about the perception of learning mathematics for elementary students, and Martínez-Peña and Gil-Quílez ( 2014) about geology understanding. These studies were conducted to find students' conceptions or understandings, or perceptions about the studied object.…”

Section: Figure 3 the Example Of Respondents' Drawing After Teaching Internshipsupporting

confidence: 54%

See 1 more Smart Citation

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Rusydiyah

Indarwati

Jazil

et al. 2021

JPII

View full text Add to dashboard Cite

The STEM learning environment is the practice of studentsâ€™ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachersâ€™ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.Î±<5 for each indicator. Perceptions and skills of implementing STEM learning environments in studentsâ€™ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

show abstract

Section: Figure 3 the Example Of Respondents' Drawing After Teaching Internshipsupporting

confidence: 54%

“…The instrument was analyzed based on images made by students to perceive the STEM learning environment. Image is an indicator in measuring concept understanding (Chigeza & Sorin, 2016;Kose & Bayir, 2016;Bulunuz, 2019;Turgut & Turgut, 2020). Data collection techniques in research are documentation, observation, and interviews.…”

Section: Methodsmentioning

confidence: 99%

STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

Rusydiyah

Indarwati

Jazil

et al. 2021

JPII

View full text Add to dashboard Cite

show abstract

“…To examine this issue further, a search was undertaken to find adjectives co-located with the word 'outcomes'. Adjectives attributing different meanings to learning and teaching included 'developmental' (Neale & Pino-Pasternak, 2017), 'academic' (Goldstein, 2008), 'literacy' (King & Saxton, 2010), 'maths' (Chigeza & Sorin, 2016), 'educational' (Tayler, 2016) and 'teaching' (Abuhatoum et al, 2016). Some adjectives signalled attention to specific content (e.g., literacy) while others indicated longer-term, broad social outcomes (e.g., well-being).…”

Section: Discussionmentioning

confidence: 99%

“…Researchers explained these differences as ‘compensatory nurture and care purposes’ (most commonly associated with childcare) alongside ‘planned support for physical, social and cognitive learning and development’ (Stephen, 2010, p. 18), which generally characterises preschools. Coupled with these dual purposes of pre‐compulsory institutions, the purposes of the EYS relate to increased expectations of ‘specific disciplinary forms of knowledge’ (Wood & Hedges, 2016, p. 388), resulting in clearly articulated standards in literacy and numeracy (Blank, 2012; Campbell, 2018; Chigeza & Sorin, 2016; Friesen & Butera, 2012). Despite this distinction, in the pre‐compulsory years, there has been a shift from an emphasis on ‘care and nurturing’ of very young children to ‘learning’ (Gustavsson & Pramling, 2014, p. 60).…”

Section: Discussionmentioning

confidence: 99%

“…Teaching strategies made valuable contributions to understanding IT in mathematics learning (e.g., Jung & Conderman, 2013). Cross-curricular learning included kindergarten children creating postcards of their environments using drawings and explanations, then exchanging these with children in other countries (Chigeza & Sorin, 2016). The description of outcomes was general: 'spatial orientation, quantification and attributes of objects' (p. 65).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Intentional teaching in early childhood education: A scoping review

Grieshaber

Krieg

McArdle

et al. 2021

Review of Education

View full text Add to dashboard Cite

Despite large‐scale studies demonstrating the benefits of teacher interaction to support young children's learning, intentional teaching (IT) in early childhood education (ECE) remains a contested concept. Given the different perspectives associated with IT, the purpose of this study was to undertake a scoping review of the literature focused on IT in ECE. A systematic approach was adopted to map the evidence to identify key concepts, theories, sources and knowledge gaps. Such a review has the potential to assist researchers, practitioners and policy makers to make informed decisions about the different approaches to IT. The 101 items reviewed were selected according to the following criteria: investigated IT in some way; focused on learners aged birth to 8 years; made a conceptual contribution to understanding IT in ECE; full text availability, and published in English between 2010 and 2019, inclusive. The search incorporated a range of items including peer‐reviewed journal articles, research reports, professional journals, an unpublished thesis and books. Results foregrounded the difficulties involved in reconciling IT and child‐led learning through play, and that these difficulties were most fiercely experienced in the 3–5 age group. An overarching conclusion was that theoretical differences influenced how learning was understood, and determined which learning outcomes were articulated and measured. This review suggests that decisions about IT in ECE are dependent on how the purposes of ECE are defined in and through policy. Rationale for this study: There appear to have been no systematic reviews of the concept of intentional teaching (IT) in early childhood education (ECE). This scoping literature review sought clarity about the nature and role of intentional teaching. It investigated issues about what, how and when IT is applicable for young children’s learning.Why the new findings matter: Intentional teaching in ECE is a contested concept despite large‐scale studies demonstrating the need for a balance between child‐led and teacher directed learning. This scoping review maps the evidence to identify key concepts, theories, sources and knowledge gaps.Implications for educational researchers and policy makers: This scoping review assists researchers, practitioners and policy makers to make informed decisions about the various approaches to IT. Decisions about IT were related to the purposes of ECE that were identified in policy, making policy influential. Theoretical perspectives framed how learning is understood and the role of educators in that learning. The disjuncture between IT and child‐led learning prevailed especially for children aged 3–5 years.

show abstract