The Use of Drama in Science Education: The Case of “Blegdamsvej Faust”     

Pantidos  Panagiotis  Spathi  Kalliopi  Vitoratos  Evagelos 《Science & Education》2001,10(1-2):107-117

This is a study of the structure of ‘The Blegdamsvej Faust’ and its relation to Goethe's classical play Faust. The ‘Blegdamsvej Faust’, a play written and performed by Bohr's students in 1932, is inspired by the very rapid development of Physics in those turbulent years. A struggle is made to promote the odd idea of a weightless particle. Moreover, this study lays emphasis on the fact that new ideas of Physical Sciences become more accessible, comprehensible and familiar through dramatization. For scenario-vehicles one may use as a basis plays from the classical repertoire or write something new. Several hints are given in this article.  相似文献   

The Contribution of the Human Body in Young Children’s Explanations About Shadow Formation     

Evagelia Herakleioti  Panagiotis Pantidos 《Research in Science Education》2016,46(1):21-42

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Incorporating Poeticality into the Teaching of Physics     

Panagiotis Pantidos  Konstantinos Ravanis  Kostas Valakas  Evangelos Vitoratos 《Science & Education》2014,23(3):621-642

This study examines how focusing on the notion of ‘poeticality’ (poetical forms) can provide functional insights with respect to the narrativeness of physics teaching. From this perspective, through both a meaning-making and aesthetic approach, this article explores how vehicles such as verse and rhetorical figures—metaphor, irony, litotes, hyperbole, antithesis and paradox—can create written and oral texts for the teaching of physics, using a language with poetic significance. This standpoint exists in parallel with an increasingly acknowledged fact in the field of science education, i.e., that the context and particularly the modes of representation potentially affect students’ comprehension. In this way, science education is allowed to escape the dominance of the cognitive paradigm and to concentrate on the study of students’ conceptualisations in relation to the modalities used to shape meanings.  相似文献   

Reanalysing children’s responses on shadow formation: a comparative approach to bodily expressions and verbal discourse     

Panagiotis Pantidos  Evagelia Herakleioti  Maria-Eleni Chachlioutaki 《International Journal of Science Education》2013,35(18):2508-2527

ABSTRACT

The present article contains a reanalysis of data resulting from a research project carried out on a group of five preschool-aged children. The data were collected from a class of 16 children participating in a pre/post research design that focused on the shadow formation phenomenon. The findings of the previous research project, based on a speech plus deictic gesture analysis, indicated that the five children had shown regression or no change in their reasoning. In the light of an embodied perspective into science teaching and learning, the current study examines whether we should use a bodily analysis to reassess the extent of knowledge about shadows among these five students. It demonstrates that most of the children selected improved their reasoning about shadow formation by using iconic gestures. Such conflicting results indicate that bodily expression has its own grammar and, to some extent, communicates a meaning that differs from that of verbal discourse.  相似文献