Use of Apparatuses in Science Laboratory: Developmental Characteristics of Didactical Interactions

• LEI, Huey ^[1]
  1. [1] University of Saint Joseph

     University of Saint Joseph

     RAE de Macao (China)

     
• Localización: Revista Internacional de Educación y Aprendizaje, ISSN 2255-453X, Vol. 1, Nº. Extra 2, 2019 (Ejemplar dedicado a: The International Education and Learning Review 1(2)), págs. 75-81
• Idioma: español
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.

  • English

    Teaching and learning through the use of tools is evolving in response to new developments in pedagogy that aim to enhance students’ high-order thinking skills. This paper presents results from part of a research project investigating innovative teaching pedagogy, engaging with active learning through students’ manipulation of apparatuses in a series of mathematics lessons conducted in a science laboratory. The findings of the study include illustration of the development of didactical interactions, a modified framework yielding multi-directional transitions of interactive activities. This serves not only to promote interactive learning activities, including various active forms of productions, but also embraces innovation in STEM education.