06 SES 07, Trans-Disciplinary Exploration and Digital Materials
What educators (and also learners) have been thinking about probably from the ancient times is how to prepare various materials for the class or for the self study and what methods to use so that the put-in energy brings maximum effects on the gained knowledge and skills. In current concept of visual literacy (Mareš, 2001), textbooks, books themselves, picture materials etc., all of this is perceived and processed by the learner more or less succesfully. Human brain does not perceive pictures and text isolated when they are together, it uses visual factors (Goldsmith, 1987) for coding (McLean-Thorne, 1994). The processes of selection, organisation and integration are distinguished in there. Images and text are perceived paralelly and in mind they make two different models, but finally they are processed into a sole information based on a preconcept (Mayer, 2008). The preconcepts are created within a wide environment, where school is just one part. However, its role is significant, because it can bring a lot of various experience and connect the knowledge with an emotion. The experience of a real being in a concrete situation (even if that is simulated) is one of the core opportunities that a drama education brings (Machková, 1998). Thus visual is linked to emotional literacy (Steiner, 2003). It can be predicted that the expecience with drama education causes changes in perception and comprehension of text or image objects. The connection of qualitative drama education research with quantitative research using eye-tracking technology brings a unique opportunity to view the drama education from a new perspective and to explore its outcomes and effects also in a quantitative way.
In our research, we aim to find differences in a comprehension of information presented and processed in various ways. Due to this general objective, the partial objectives are set to:
- Determine the effectiveness of drama education methods in the instruction.
- Determine the effectiveness ofthe instruction within exploring the drama.
- Find possibilities for integrating drama education methods to group instruction.
- Find the the links between the drama and application of the theory of constructivism in education.
The research is then divided into two parts:
I. Relationship between comprehension of text and drama
II. Relationship between comprehension of text and comix.
The concept of the whole research is new in a Czech educational and research environment and it can be found useful also for other educational environments, as the factors having the influence on comprehension lie mainly in the deep values and its expressions in each unique culture.
Mayer, R. E. (2008). Learning and Instruction (2nd ed). Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Goldsmith, E. (1987). The Analysis of Illustration in Theory and Practice. In H. A. Houghton et al. (eds.), The Psychology of Illustration. New York: Spinger Verlag. Cheminais, R. (2010). Rita Cheminais' Handbook for New SENCOs. SAGE Publications, Ltd. Steiner, C. (2003). Emotional Literacy: Intelligence with a Heart. Personhood Books. Machková, E. (1998). Úvod do studia dramatické výchovy. Praha: IPOS. Mareš, J. (2001). Učení z obrazového materiálu. In J. Čáp & J. Mareš (Eds.), Psychologie pro učitele (s. 493–504). Praha: Portál.
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