Changing semiotic modes indicates the introduction of new elements in children’s reasoning: the case of earthquakes

MARIA-ELENI CHACHLIOUTAKI, PANAGIOTIS PANTIDOS, MARIA KAMPEZA

Abstract

Analyzing individual, semi-structured interviews of 41 preschoolers (age 4-6) in a pre- posttest research design, an attempt was made to investigate whether the change in the use of children’s semiotic modes indicates the introduction of new elements to their thinking. For many children changing in semiotic modes indicates enhancement in their reasoning. Furthermore, in many cases the modalities regarding human body and drawing are more meaningful compared to children’s speech.

Keywords

Reasoning, semiotic modes, multimodal approach, physics teaching

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DOI: https://doi.org/10.26220/une.2747

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Educational Journal of the University of Patras UNESCO Chair | ISSN: 2241-9152 | Department of Educational Sciences and Early Childhood Education University of Patras

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