Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited
Mi Song Kim 1  
 
 
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University of Western Ontario
CORRESPONDING AUTHOR
Mi Song Kim   

University of Western Ontario, 1137 Western Road, N6G 1G7 London, ON,, Canada
Publish date: 2017-06-15
 
EURASIA J. Math., Sci Tech. Ed 2017;13(6):2133–2154
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ABSTRACT
Background:
In light of the challenges facing science educators and special education teachers in Singapore, this study entails design-based research to develop participatory learning environments.

Material and methods:
Drawing upon Vygotskian perspectives, this case study was situated in an informal workshop around the theme of “day and night” working for Special Needs Children (aged from 7 to 14 years old) in Singapore. Moving away from traditional astronomy teaching, we aim to explore interdisciplinary multimodal modeling activities towards developing a participatory learning environment.

Results:
As the main finings of this case study, the central benefits of interdisciplinary multimodal modeling activities are twofold: (1) promoting multiliteracies development using digital and multimodal resources for supporting the emotional and social experiences in developing learners’ astronomical understanding; and (2) integrating learners’ everyday experiences with scientific astronomical understanding for the development of higher cognitive functions.

Conclusions:
These findings emphasize the need for the cultural development of Special Needs Children.

eISSN:1305-8223
ISSN:1305-8215