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2013 | 33 | 165-182

Article title

Greek Sixth-graders’ Mental Representations of the Mechanism of Vision

Content

Title variants

Languages of publication

Abstracts

EN
The presented research concerns 11-year-old Greek students’ mental representations of the mechanisms of vision in conditions of natural and artificial light, as well as the persistence of those representations in terms of the two different states of lighting and the expression form of the provided answers (oral speech; sketches). The study consisted of two phases: test interviews and an interview process, where personal interviews were conducted with 30 participants. The results showed that the 11-year-old pupils employed the majority of the vision schemes that are included in the international bibliography; however, they tended to use the Sea of Light mechanism and a new scheme the researchers called Illumination of the Object. The schemes employed, however, are not consistent, either throughout the different states of lighting, or in the 3-D and 2-D world.

Keywords

Year

Volume

33

Pages

165-182

Physical description

Dates

published
2013

Contributors

  • University of Patras
  • University of Patras

References

  • Anderson, C. & Smith, E. (1982). Student conceptions of light, colour and seeing. Paper presented at the annual convention of the National Association for Research in Science Teaching, Fontana, Wisconsin.
  • Dedes, C. (2005). The mechanism of vision: Conceptual similarities between historical models and children’s representations. Science & Education, 14, 699–712.
  • Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science research into children’s ideas. London & New York: Routledge.
  • Hewitt, P.G. (2004). The notions of Science. Iraklio: University of Crete Publications.
  • Hosson, (de) C., & Kaminski, W. (2002). Les yeux des enfants sont- ils des “portelumière”? Bulletin de l‘ Union des Physiciens, 96(840), 143–160.
  • Kokologiannaki, V., & Ravanis, K. (2012). Mental Representations of sixth graders in Greece for the mechanism of vision in conditions of day and night. International Journal of Research in Educational Methodology, 2 (1), 78–82.
  • Koliopoulos, D., Adúriz-Bravo, A., & Ravanis K. (2011). El “análisis del contenido conceptual” de los currículos y programas de ciencias: una posible herramienta de mediación entre la Didáctica y la Enseñanza de las Ciencias. Enseñanza de las Ciencias, 29(3), 315–324.
  • Ravanis, K. (2000). How do we see objects that reflect light? Experiential mental representations of students of 12–13 years old, about vision. In N. Valanidis (Eds.), Curriculum of Second Panhellenic Conference on Teaching of Science and Application of new Technologies in Education, vol. I (pp. 214–221) Lefkosia: Department of Education, University of Cyprus).
  • Ravanis, K. Koliopoulos, D., & Boilevin, J.-M. (2008). Construction of a precursor model for the concept of rolling friction in the thought of preschool age children: A socio-cognitive teaching intervention. Research in Science Education, 38(4), 421–434.
  • Ravanis, K., Zacharos, K., & Vellopoulou, A. (2010). The formation of shadows: The case of the position of a light source in relevance to the shadow. Acta Didactica Napocensia, 3(3), 1–6.
  • Selley, N.J. (1996). Children’s ideas on light and vision. International Journal of Science Education, 18(6), 713–723.
  • Weil-Barais, A. (2001). Constructivist approaches and the teaching of science. Prospects, 3(2), 187–196.
  • Web Source 1: http://www.acclaimimages.com, retrieved on 05/11/2010.
  • Web Source 2: http://www.clipartsfree.net, retrieved on 05/11/2010.

Document Type

Publication order reference

Identifiers

Biblioteka Nauki
18104499

YADDA identifier

bwmeta1.element.ojs-doi-10_15804_tner_13_33_3_14
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