didactic intervention

  • Triggering Children’s Ways of Conceptualizing the World (Through the Analysis of the Meaning of the Concept of the Horizon)

    Author: Jolanta Bonar
    Year of publication: 2018
    Source: Show
    Pages: 104-114
    DOI Address: https://doi.org/10.15804/tner.2018.51.1.08
    PDF: tner/201801/tner20180108.pdf

    The article presents the results of research carried out in the 2016/2017 school year in selected primary schools in an urban environment (Łódź). The aim of the study was to diagnose the ways of understanding the abstract concept of the horizon, in groups of 8- to 9-year-olds and 9- to 10-year-old children. The research was carried out in a  venue that provided a  natural learning environment (in two second grade classes and two third grade classes). The research adopted the strategy of didactic intervention. The researcher acted as an observer and a participant, and the research material came from participatory observation. The observation covered both the activities of pupils as well as the effects of these activities. The research material obtained in the course of conversations with children and their artistic activity was analyzed. The research results reconstructed the children’s process of understanding the concept of the horizon and revealed possibilities of enriching educational discourse.

  • Using Creative Activities to Discover Children’s Understanding of the World

    Author: Jolanta Bonar
    E-mail: jolanta.bonar@uni.lodz.pl
    Institution: University of Łódź
    Year of publication: 2019
    Source: Show
    Pages: 11-21
    DOI Address: https://doi.org/10.15804/tner.19.58.4.01
    PDF: tner/201904/tner5801.pdf

    Cognition of the world, construction of knowledge related to our surroundings, and expressing meanings that stem from our life experiences are by no means easy processes. A substantial part of our knowledge remains dormant, but its extraction makes it possible to grasp children’s visions of the world. Even if rarely applied in educational practice, creative activities remain a very effective approach to release children’s conceptualisation of the world. This paper presents research results that demonstrate the efficiency of creative-thinking techniques in extracting children’s visions of the world, as illustrated by the concept of the family. The study, which was conducted as a didactic intervention, was performed in the 2018-2019 school year on a group of younger pupils from a large city. The results reconstructed children’s process of understanding the above-mentioned concept and revealed the possibilities behind creative psychodidactics.

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