Cultural-Historical Psychology
2020. Vol. 16, no. 3, 38–46
doi:10.17759/chp.2020160305
ISSN: 1816-5435 / 2224-8935 (online)
Educational Program “Thunderbolt Hunt»: An Analysis with the “Experimental-Genetic Method”
Abstract
General Information
Keywords: experimental-genetic method, non-formal setting, science education, pereghivanie
Journal rubric: Problems of Cultural-Historical and Activity Psychology
Article type: scientific article
DOI: https://doi.org/10.17759/chp.2020160305
Funding. This research is co-financed by Greece and the European Union (European Social Fund- ESF) through the Operational Programme «Human Resources Development, Education and Lifelong Learning» in the context of the project “Reinforcement of Postdoctoral Researchers — 2nd Cycle” (MIS-5033021), implemented by the State Scholarships Foundation (ΙΚΥ).
For citation: Kornelaki A.C., Plakitsi K. Educational Program “Thunderbolt Hunt»: An Analysis with the “Experimental-Genetic Method”. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2020. Vol. 16, no. 3, pp. 38–46. DOI: 10.17759/chp.2020160305.
A Part of Article
This paper attempts to transfer experimental-genetic method and more specifically the approach of O. Rubtsova and H. Daniels (2016) in the field of science education considering the incorporation of drama and arts in science education. In the paper «The Concept of Drama in Vygotsky’s Theory: Application in Research», the authors interpret Vygotsky’s general genetic law of development considering the cultural-historical context in which the theory was developed, in light of the strong influence of Vygotsky’s theatrical background on his ideas and the terminology he used.
References
-
Daniels H., Downes E. Identity and Creativity: The Transformative Potential of Drama. In Davis S. (ed.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research. Bloomsbury, 2015.
-
Engeström Y. Activity theory and individual and social transformation. In Engeström Y., Miettinen R., Punamääki R-L. (eds.), Perspectives on Activity Theory. Cambridge: Cambridge University Press, 1999, pp. 19—38. DOI:10.1017/cbo9780511812774.003
-
Fleer M. ‘Conceptual Play’: foregrounding imagination and cognition during concept formation in early years education. Contemporary Issues in Early Childhood, 2011. Vol. 12, no. 3, pp. 224—240. DOI:10.2304/ciec.2011.12.3.224
-
Fleer M. An everyday and theoretical reading of perezhivanie for informing research in early childhood education. International Research in Early Childhood Education, 2016. Vol. 7, no. 1, pp. 34—49.
-
Fleer M., Pramling, N. A Cultural-Historical Study of Children Learning Science Foregrounding Affective Imagination in Play-based Settings. Springer Netherlands, 2015.
-
Foot K. Cultural-historical activity theory: Exploring a theory to inform practice and research. Journal of Human Behavior in Social Environments, 2014. Vol. 12, no. 3, pp. 329— 347. DOI:10.1080/10911359.2013.831011
-
Kornelaki A.C. Educational program design in the field of science education for Informal settings under the prism of activity theory. PhD Thesis. Greece, 2018. Vol. 1, 308 p.
-
Kornelaki A.C., Plakitsi, K. Thunderbolt hunt. Educational Program for Students from 5 to 9 Years Old in the Archaeological Museum of Ioannina. World Journal of Education, 2018. Vol. 8, no. 4, pp. 87—101.
-
Mwanza D. Activity theory and educational technology design. In Luckin R., Goodyear P., Grabowski B., Winters N., Underwood J., Puntambekar S. (eds.), Handbook of Design in Educational Technology. Abingdon: Routledge, 2013, pp. 176— 188.
-
Plakitsi K. Teaching Science in Science Museums and Science Centers. In Plakitsi K. (ed.), Activity Theory in Formal and Informal Science Education. Series: Cultural perspectives in science education: research dialogs. Rotterdam: Sense Publishers, 2013, pp. 27—56.
-
Psycharis S. STEAM in Education: A Literature Review on the role of Computational Thinking, Engineering Epistemology and Computational Science. Computational STEAM Pedagogy (CSP). Scientific Culture, 2018. Vol. 4, no. 2, pp. 51—72. DOI: 10.5281/zenodo.1214565
-
Roth W.M. What more in/for science education: An ethnomethodological perspective. The Netherlands: Sense Publishers, 2013. 196 p.
-
Rubtsova O., Daniels H. The Concept of Drama in Vygotsky’s Theory: Application in Research. Cultural- Historical Psychology, 2016. Vol. 12, no. 3, pp. 189—207. doi: 10.17759/chp.2016120310
-
Rubtsova O., Ulanova N. Digital Media as a Means of Developing Reflection in Students with Disabilities: Cultural- Historical Perspective. Taetigkeitstheorie, 2014. Vol. 12, no. 1, pp. 95—118.
-
Veresov N.N. Zone of Proximal Development: The Hidden Dimension? In Ostern A. (ed.) Language as culture — tensions in time and space, 2004. Vol. 1, pp. 13—30.
-
Vygotksy L.S. Mind in society: The development of higher psychological processes. In Cole M., John-Steiner V., Scribner S., Souberman S. (eds.), Cambridge: Harvard University Press, 1978. 176 p.
-
Vygotsky L.S. Sobranie sochinenii. Moscow. Vol. 3. Prosveschenie, 1983.
-
Vygotsky L.S. The problem of environment. van der Veer R., Valsiner J. (eds.), The Vygotsky Reader. Oxford: Blackwell., 1994.
Information About the Authors
Metrics
Views
Total: 321
Previous month: 4
Current month: 3
Downloads
Total: 119
Previous month: 0
Current month: 1