interactive learning

The Interactive Whiteboard in Working with Learners. Unconditional Love, or a Result of Specific Actions?

Author: Kamila Majewska
Institution: Nicolaus Copernicus University in Toruń
Year of publication: 2014
Source: Show
Pages: 90-100
DOI Address:
PDF: kie/105/kie10505.pdf

The number of articles, books, and film documentaries reporting on lessons taught using a multimedia whiteboard is growing year by year. Numerous photographs and recordings show happy faces of children and their teachers. Also, test reports leave no doubt as to the attractiveness of activities supported by this modern media tool. But do all learners approve of learning with an interactive whiteboard? What determines the level of acceptance? I tried to obtain the answer to these questions in the course of research conducted in primary education classrooms as part of grant 495-NP.

Język eksponatów matematycznych jako kontekst budowania mentalnych ścieżek edukacyjnych zwiedzających centra nauki

Author: Agnieszka Bojarska-Sokołowska
Institution: Uniwersytet Warmińsko-Mazurski w Olsztynie, Polska
Year of publication: 2023
Source: Show
Pages: 60-75
DOI Address:
PDF: kie/141/kie14104.pdf

The language of mathematical exhibits as a context for building mental educational paths of science centers visitors

Mathematical exhibits are an element of mathematical and didactic culture. The text below analyzes the elements of the narrative language of exhibits/exhibitions, which may be the carrier of specific meanings created by visitors to science centres. The analyzes undertaken in the text made it possible to indicate the categories of the language of commands and questions contained in these narratives. They are a cognitive context for creating mathematical cultural meanings among visitors to the centres. The study was carried out in two science centers in Poland, using a qualitative strategy, analyzing documents. The results showed quite a rich educational potential of mathematical exhibits. The language of the exhibits revealed the possibility of extensive cognitive support in the mathematical development of people visiting the centres. Forming beliefs consistent with current scientific knowledge about math cognition and learning.

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