Εφαρμογές της ψηφιακής αφήγησης στη διδασκαλία των φυσικών επιστημών
Digital media and games are a very attractive mean for children, to whom they dedicate several hours, causing the interest of educational designers to use them in learning (Markouzis & Fesakis, 2014). Information and Communication Technologies (ICT) provide new possibilities to represent and nar...
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| Summary: | Digital media and games are a very attractive mean for children, to whom they dedicate several hours, causing the interest of educational designers to use them in learning (Markouzis & Fesakis, 2014). Information and Communication Technologies (ICT) provide new possibilities to represent and narrate educational content stories, either by using multimedia in telling conventional-linear stories (digital narration) (Serafim & Fesakis, 2010), or by allowing new types of interactive narratives to be created, in which stories have a dynamic plot influenced by the reader (Interactive Digital Stories) (Markouzis & Fesakis, 2015). Stories and story-telling consist a mean of education and a method of teaching with a value more widely accepted (Egan, 1985; 1986). In particular, for natural sciences, recognizing the benefits of storytelling, more emphasis has been put on contextual teaching and the use of narrative forms in the last few years (Martin & Brouwer, 1991; Norris, Guilbert, Smith, Hakimelahi & Phillips, 2005; Klassen, 2009). A trend that reflects the views of Cognitive Psychology during the last two decades of the 20th century. Bruner (1985) considers that the human mind has two completely different ways of knowing reality: the exemplary and the narrative, which differs from the former in both form , as well as in intention and function. Bruner proposes educational efforts, in order to achieve scientific understanding, from scientific reason to translating into narrative forms. At the same time, interactive Interactive Digital Stories (IDS), autonomous or integrated in games, have the potential to support modern learning approaches, to activate higher forms of thinking and emotional engagement in learning, while the first results from the experimental application of IDS in the context of informal learning, are encouraging (Markouzis & Fesakis, 2015). In order to better understand the design of educational IDS and the experimental assessment of their learning value, it is necessary to develop and study more specific cases. In the framework of this diploma we used a playful character IDS, in order to teach scientific content derived from the unity of light of the elementary school. The work first describes the approach of the concept of HDI and then the design of the studied IDS for light, as well as the first results of its experimental application to students of First and Fifth grade of elementary school, in terms of attractiveness, emergence of alternative ideas and conceptual change. |
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