29 SES 11, Paper Session
This paper developes initial research questions and continuous the pedagogical aims that serve as the foundation for the author's doctoral dissertation. The research is developed in an integrated school (students from 3 to 18 years) in Barcelona, which has developed an innovative learning environment. This is an intra-curricular space that, based on trans-disciplinary and artistic practices and multi-grade learners (6 to 12 years old), is a complement to the formal curriculum that remains stuck in the fragmentation of learning subjects (Crahay, 2006). Within this framework for an innovative learning environment, the author developed and is now implementing an ongoing workshop that focuses on mathematical concepts, by using the notion of volume as a basis for experimentation and contextualization. This activity seeks to localize new ways for introducing drawing, and other exercises involving space and volume, in learning situations that precede student development (Vygotsky, 1996).
Through the design and implementation of this project, the research asks: how can we intervene in an innovative educational context to improve students' intelligences (Gardner, 2003), skills and diverse abilities (spatial, logical, abstract, and mathematic), in order to generate deep understanding and construct, collaboratively, alternative epistemologies of space and thought?
The project (ongoing each year) involves students (6 to 12 years old) working in a collaborative space, throughout the entire academic year. Every day, three multi-aged groups (6-8; 9-10; 11-12) comprising 18 students each participated in the workshop. Their participation lasted six weeks, at which point another three groups became incorporated into the project. The total number of participants during every academic year is over 300 primary school students.
To address this question, the workshop is developed as a transversal teaching-learning framework where, for example, drawing and applied arts acquire a more valued role in education (Arnheim, 1993) and where mathematics are explained, through experiments and practice, in a contextualized manner. Geometry and volume, as the activity content, play a key role in this study of relationships. Through the implementation of the workshop, the project aims to: 1) foster a critical awareness of spaces, and how they affect us, how we perceive them, and how we live in them, in terms of an emancipatory educational process (Freire, 1972; Giroux, 1985, 1999) and, 2) activate a continuous inquiry into liquid pedagogies (Bauman, 2005), invisible learning (Cobo & Morevec, 2011), and innovative learning environments (Istance, 2009).
Arnheim, R. (1993). Consideraciones sobre la educación artística. Barcelona: Paidós. Bauman, Z. (2005). Liquid life. Cambridge: Polity press. Carr, W. & Kemmis S. (1974). Teoria crítica de la enseñanza. La investigación-acción en la formación del profesorado. Barcelona: Martínez Roca. Cobo, C. & Moravec, J. W. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Barcelona: Laboratori de Mitjans Interactius (UB - eBook) Crahay, M. (2006). Dangers, incertitudes, et incomplétude de la logique de la compétence en éducation. Revue Française de Pédagogie, 154: 97-110. Fenwich, T. & Edwards, R. (2010). Actor-Network Theory in Education. Nova York: Routledge. Freire, P. (1972). Cultural action for freedom.Harmondsworth, Londres: Penguin education. Freire, P. (2005), Pedagogy of the Oppressed. New York: Continuum. Gardner, H. (2003). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI. Barcelona: Paidós. Giroux, H. (1985). Teorías de la reproducción y la resistencia en la nueva sociología de la educación: un análisis crítico. A Cuadernos Políticos, 44: 36-65. México, DF: Era. Giroux, H. (1999). Pedagogía crítica como proyecto de profecía ejemplar: cultura y política en el nuevo milenio. A Imbernón (coord.) La educación en el siglo XXI. Los retos del futuro inmediato. Barcelona: Graó. Haywood, J. R. (2010). Paradigm Analysis of Arts-Based Research. Studies in Art Education, 51 (2): 102-114. Istance, D. (2009). Education Today. The OECD Perspective. Paris: OECD Publishing. Riddett-Moore, K., & Siegesmund, R. (2012). Arts-based Research: Data Are Constructed, Not Found. In S. Klein (Ed.), Action research: Plain and simple: 105-132. New York, NY: Palgrave. Lieblich, A., Tuval-Mashiach, R. & Zilber, T. (1998). Narrative Research. Reading, Analysis and Interpretation. Newbury Park, CA: Sage. McAdams, D. P. (1993). The Stories We Live By: Personal Myths and the Making of the Self. Michigan: W. Morrow and Company. Marx K. (1941). Theses on Feuerbach. A F. Engels (recop.). Nova York: International publishers. Menard, S. (2002). Longitudinal Research (2a ed.). Thousand Oaks: Sage Publications. Piaget, J. (1964). Development and learning. A R. E. Ripple i V. N. Rockcastle (Eds.), Piaget Rediscovered. A report on the conference on cognitive studies and curriculum development (pp. 228-237). Boston: Little, Brown & Company. Piaget, J. (1970). A conversation with Jean Piaget. Psychology Today, 3(12): 25-32. Piaget, J. i Inhelder, B. (1973). Psicología del niño. Madrid: Morata. Springgay, S., Leggo, C., Irwin, R. L. & Gouzouasis, P. (2007). Being with artography. Sense Publishers Vygotsky, L. S. (1996). El desarrollo de los procesos psicológicos superiores. Barcelona: Crítica.
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