www.han.nl - lectoraat 'pedagogische kwaliteit van de leraar' the callenge of metaphors in...
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www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
The callenge of metaphors in primary education
28 august 2010
ATEE
Arjan Dieleman
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Outcome MTV-research in 16 countries (2007)
Youth attached to internet and mobile phone but not interested
in the workings of ICT-technology
Science and technology is for
nerds
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
From curious child to an uninterested youngster.
What went wrong?
The child is curious. He wants to make sense out of things, find out how things work, gain competence and control over himself and his environment, and do what he can see other people doing. He is open, perceptive, and experimental. He does not merely observe the world around him, He does not shut himself off from the strange, complicated world around him, but tastes it, touches it, hefts it, bends it, breaks it. To find out how reality works, he works on it. He is bold. He is not afraid of making mistakes. And he is patient. He can tolerate an extraordinary amount of uncertainty, confusion, ignorance, and suspense ... School is not a place that gives much time, or opportunity, or reward, for this kind of thinking and learning (John Holt)
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Subjects
Which obstacles are there in Dutch science and technology education?
What is special about the current technology?
How does it change our lifeworld? How do children think about our
technologised world? How can metaphors help children’s
understanding?
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Which obstacles?
Little commitment of primary teachers to science and technolgy
Science and technology fear and illiteracy Teachers tend to shy away from teaching
science and technology
Falling back on old-fashioned technology
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Pecularities of contemporary ICT
ICT is everywhere. ICT is the dominant technology in the
lifeworld of children. The continuing progress of miniturization Integration of seperated technologies in
one gadget.
ICT is the dominant technology in the lifeworld
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
ICT and playing
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Visibility
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Disappearing visibility
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Miniturization and individualization
Small scale-research (24 children)
Six groups interviews
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
We asked for explanations of old and new technology
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Some examples
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Sms goes slower than normal calling because you are sending a text to the satellite and first the satellite must read the message before it can send it back. One child gets aware that the satellite can read then all your secrets.
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
A child said: Everyone has his own private satellite. That means millions of satellites? …. jeah there are more satellites in the (outer) space than people on earth. A few children doubted it and started a discussion: maybe not everyone but every house or family.
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
About the Alarm clock:There must be a battery. Really……..? Yes it can’t work withoudt a battery.
Some examples
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
About the old (dial) telephoneThere goes a signal to the satellite and there is a person who turns up the telephonenumber and gives a signal back that there is a call.
Results
Most children know how they can use new technology but:
can’t even give a start of a explanation. They think that old technology works as
new technology. Not only children don’t know, but also our
teacher students hardly know how it works
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'
Need for smart metaphors or analogies
Metaphorical thinking is productive in science and technology thinking.
We are looking with ICT-experts and teachers for usable metaphors, for example:
(Electronic) highway City with administrative centers
www.han.nl - Lectoraat 'Pedagogische kwaliteit van de leraar'