•The article presents the phenomenographic approach to investigating teachers' epistemological beliefs.•The concepts of knowledge and learning seem to be internally related in respondents ...explanations, remaining in a kind of dynamic interaction.•Everyday educational experiences can drive both progressive and regressive changes in epistemological beliefs development.•The questions arise: How to liberate the in-service teachers from this epistemological inertia? How to prevent simplifying or even reverting the teachers' epistemological beliefs to lay, commonsense versions?
Although a considerable amount of research proved a causal relation between teachers’ conceptions of knowledge and the quality of their educational practice, personal epistemology still remains an under-investigated area in teacher professional development, both at the pre-service and in-service stage of career. The article presents the phenomenographic approach to investigating teachers' epistemological beliefs. Phenomenography offers unique tools to grasp the subjective dimension of human experience, especially valuable in trying to understand how teachers perceive and conceptualize their epistemological experiences grounded in everyday educational practice. The aim of the study was to reconstruct teachers’ conceptions of mind and knowing. The following research questions were formulated: How do in-service teachers understand their own mind and knowledge? What conceptions of mind do they use to explain their process of acquiring new knowledge? How are these conceptions of mind, knowledge and knowing interrelated? Several conceptions of mind were elicited and described following the rules of phenomenographic analysis. In conclusions, the consequences of neglecting personal epistemology in teachers’ education and professional development were discussed, furthermore methodological implications for future research were outlined.
Artykuł został napisany w ramach projektu Erasmus+ „Kitchen Lab 4 Kids”. Celem prezentacji jest przedstawienie umiejętności STEM oraz ich związków z myśleniem naukowym. Umiejętności STEM zostały ...zdefiniowane jako ponadprzedmiotowe meta-kompetencje stanowiące podstawę procesu całożyciowego uczenia się, angażowane podczas rozwiązywania ważnych, międzydyscyplinarnych problemów, ale zarazem nie należące do żadnej konkretnej dyscypliny naukowej. Umiejętności te są często opisywane jako umiejętności XXI wieku niezbędne dla funkcjonowania i rozwoju w nowoczesnym, nieprzewidywalnym i podlegającym gwałtownym zmianom społeczeństwie. Artykuł przekonuje, że rozwój takich umiejętności jest zakorzeniony we wczesnym dzieciństwie i powinien być wspierany w edukacji przedszkolnej z wykorzystaniem narzędzi i środków dostępnych w każdej przedszkolnej kuchni. Typowe „kuchenne” umiejętności, wykorzystywane w toku gotowania i przetwarzania żywności mają z natury naukowy charakter, ponieważ oparte są na rozumieniu fizycznych i chemicznych procesów i pojęć, np. odmierzaniu składników, rozumieniu proporcji między nimi, obserwowaniu zmian w stanie skupienia materii (przejścia od stanu stałego do ciekłego i odwrotnie), barwieniu żywności z wykorzystaniem naturalnych barwników, wykorzystywaniu fermentacji do pieczenia chleba etc. Rozumienie tych i podobnych im procesów może wspierać rozwój myślenia naukowego we wczesnym dzieciństwie.
Metacognitive and epistemological reflection are often perceived as being beyond the perceptive and cognitive abilities of young children. Research, however, has proven that at a very early stage of ...develop- ment children are naturally intrigued by their own minds, observe and draw conclusions, build personal conceptions of knowledge and cognition, and quickly move from the stage of “naïve theories of mind” to reflecting on more advanced epistemological phenomena. The aim of this article is present the idea of epistemological reflection and its role in the development of children’s conceptions of knowledge and cognition. Theoretical considerations will be complemented with a research project driven by the following research questions: What is the conception of knowledge among young children? What differ- ences do they perceive between knowledge and learning? Visual and verbal explanations prepared by children will be used to present the role such personal epistemology plays in future self-regulation com- petency and in constructing children’s ability to evaluate their own learning and set new aims. In summary, the conclusions for educational practice will be discussed.
Kultura kształtuje właściwości ludzkiego poznania przede wszystkim dlatego, że ontogenetyczny rozwój człowieka oparty jest na interakcji z wytworami kultury określonej społeczności, w jakiej ...wychowuje się dziecko. Interakcja ta obejmuje nie tylko korzystanie z kulturowych zasobów wiedzy i umiejętności, nabywanie symboli językowych wraz z zawartymi w nich sposobami wartościowania i interpretowania świata, ale także internalizowanie określonych typów formacji dyskursywnych, za pośrednictwem których rozwijane są typowo ludzkie zdolności do metapoznania, redyskrypcji operacji poznawczych i myślenia dialogowego. W tym znaczeniu można mówić o „socjalizacji poznawczej” dziecka jako procesie wrastania w kulturę myślenia określonej wspólnoty. Głównym celem artykułu jest ukazanie mechanizmów oddziaływania tak rozumianej socjalizacji w środowisku rodzinnym: od najszerszego – polidiadycznego (rozumianego jako „czeladnictwo w kulturze”), aż po najgłębszy – osobisty, rozumiany jako „przyswojenie” kulturowych procedur i narzędzi myślenia. W oparciu o systematyczną analizę dostępnej literatury i przykłady wypowiedzi dziecięcych ukazane zostaną charakterystyczne cechy interakcji rodzinnych sprzyjające budowaniu rusztowania poznawczego, a także przejawy procesu oswajania narzędzi myślowych w zabawie, pozwalające rodzicom świadomie obserwować i stymulować rozwój poznawczy małego dziecka w naturalnych dla wspólnoty rodzinnej sytuacjach.
The last 20 years in Polish educational policy has been marked by radical but positive change in the social perception of new, innovative ideas in educational practice. This change, however, came ...along with important misconceptions, including: superficial/or insubstantial understanding of the very concept of “innovation”, “staging” innovations to fulfill bureaucratic demands. The article explores popular barriers and veiled threats in the process of introducing innovative ideas into schools, searching for potential means of overcoming these barriers. How to bridge the gap between the educational sciences and the school practice? How to prevent the decline in the quality in teacher training? What changes in teacher training are necessary to create the culture of enquiry, self-regulated learning, building learning potential of both, teachers and students? Can innovative teacher training be the answer to bureaucracy, politicization and fake reforms in the Polish educational system? These are the main questions addressed in the presentation.
•Metacognitive potential of children with ADHD syndrome tends to be underestimated in education.•Four conceptions of mind were elicited in phenomenographic interviews analysis.•A metaphor of a ...mind-machine enabled expression of intuitive, idiosyncratic knowledge.•Children with ADHD are aware of their limitations: inability to inhibit impulsive reactions.•Characteristic overload reaction can lead to a symbolic "turning off” that is often described.
The paper explores the concepts of mind in young learners with ADHD syndrome: How do they experience and conceptualize their own minds? To what extend are they able to explain the mental operations activated during learning? Which of these processes do they consider to be the most important in their learning? What are the educational consequences of such perception? The article consists of four parts. The first provides the reader with a short though comprehensive theoretical backgrounds, including a critical review of latest research on the subject. Second part describes the methodology of phenomenographic research conducted with 8-years old students suffering from ADHD syndrom (N = 25). The results of interviews (both on iconic and verbal expressions’ levels) constitute the main body of the text. The subjects were asked to imagine their mind being an unusual machine, and then draw and explain how such mind-machine would work while learning. Four conceptions of mind were elicited and described: a/ mind as an untamed mystery; b/ as a memory card; c/ as a processing center, and d/ as a control panel. The results were discuss in terms of their limitations, the possibilities of extending the research on metacognitive potential of children suffering from ADHD syndrom, and consequences to pedagogical practice. The paper is addressed to educators, both scientific researchers and elementary teachers, to help them understand the way students with ADHD perceive and interpret their learning environment and one's own mind's potential.
•Declarative knowledge about the mind, although extremely important, plays rather an indirect role in the development of the subject's metacognitive abilities. Metacognitive knowledge never works in ...isolation, rather being a part of complex system of intellectual, emotional and social factors creating the learning environment or epistemic climate of the classroom.•The awareness of the complex, multifaceted relationships between cognitive processes, as well as the simultaneous impact of various variables influencing the cognition, is a fragment of a larger picture - a manifestation of understanding the human mind as a complex information processing system.•Organizational knowledge - the ability to compare different mental concepts, to notice similarities and differences between them, constitutes a developmental bridge between early theories of mind and more mature epistemological thinking.•The conceptions or ways of experiencing the mental phenomena which were identified in the study are rather cumulative than separable, i.e. the more mature and advanced conceptions contain elements of simpler reasoning, as if the knowledge gained at less advanced stages of development did not disappear, but was transformed, reinterpreted, enriched with essential details and subtle distinctions at the next stages.•Phenomenography offers a valuable insight into the processes of gradual crystallization of children's metacognitive knowledge.
The article presents a research project which applied the methodology of phenomenography to describe children's conceptions of memory and imagination. The comparison of two mental concepts was considered a natural cognitive procedure, conducive to reflection on one's own knowledge concerning the features of thought processes and relationships between them. The graphic and verbal explications developed in the course of the task were used to build a map of children's ways of conceptualizing memory and imagination. A group of 59 nine-year-old children (third grade students of several Polish public schools) participated in the research. The conceptions identified as a result of the phenomenographic analysis (a/ memory and imagination as a mental action; b/ memory and imagination as a mental product, and c/ memory and imagination as the subject's resource) proved to be cumulative and inseparable, i.e. the conceptions with a higher level of complexity and sophistication contained elements of simpler, less mature conceptualizations. The analysis of the collected materials leads to the conclusion that organizing one's own metacognitive knowledge in terms of similarities and differences between cognitive processes can provide an important mechanism for learning, allowing to trigger the meanings’ movement between different dimensions of subject's awareness - implicit and explicit, subjective and objective one. The task designed as research tool can be used by teachers as a sort of scaffolding for awakening and supporting children's abilities which are in the zone of proximal development, in the course of intensive development. Conclusions and implications for further research are presented in the summary of the text.
Introductioin Dorota Zdybel
Edukacja Elementarna w Teorii i Praktyce (Online),
09/2021, Volume:
16, Issue:
3(61)
Journal Article
Peer reviewed
Open access
One of the most important goals of modern education is to develop the dispositions and skills necessary for life-long independent learning. As pointed out by the European Council (2018), though ...learning by heart, memorizing facts or concepts is still an important skill, it is not sufficient to survive and thrive in modern knowledge-based societies. Much more crucial become these abilities which serve as tools for solving complex, interdisciplinary problems, such as: critical and creative thinking, formulating problems, predicting, drawing conclusions, computational thinking, planning and evaluating one’s own learning, generating new ideas or sharing/discussing knowledge with others.
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