PRE-CONGRESS WORKSHOPS
Tuesday 27 August 2024
A one day CHACDOC workshop
This program is still under development and subject to change.
A one day STEM workshop
This programma is still under development and subject to change.
To promote inclusion of children in different practices one has to take serious Vygotsky’s monistic focus of the unity of environment and child, so the environment has to be evaluated through the child’s emotional experiences. The environment is a field – a life world for the child and all kind of intervention has to take children’s emotional experiences into consideration.
CHACDOC (Cultural-Historical Approaches to Children’s Development and Childhood) is a section at ISCAR (the International Society for Cultural and Activity Research)
The purpose of CHACDOC is to create a forum for researchers who are interested in developmental psychology and childhood, with a special focus on using activity theory and the cultural-historical research approach as a way to unite these two opposing approaches to the study of children. Developmental psychology has often been characterised historically as the study of ‘the general child’, with a focus on developing a model that can be used to evaluate individual children and their changing relation to society as they grow up. Childhood studies have focused on the study of children anchored in historical time and settings; such approaches are more commonly found within anthropological and sociological traditions, especially those that focus on situated and localised practice with children. Cultural-historical approaches seek to unite the general principles in relation to historical time and place.
Organisers
There has been a growing interest in the CHAT perspective in the field of Science, Technology, Engineering, and Mathematics (STEM) Education. Since 2017, The International Society for Cultural-historical Activity Research (ISCAR) has a special section in STEM Education aiming at, among other things, facilitating the cooperation between academics, researchers, teachers, and professionals worldwide to develop stronger research practices under CHAT perspective. It is worth mentioning that, as a result of this collective effort and collaboration, a book is about to be published[1], revealing a diverse range of STEM educational phenomena that can be understood and transformed through CHAT: collaborative problem solving; developmental teaching; promotion of critical and creative thinking; early childhood education; understanding of the nature of science; teachers education and so on.
Besides that, the special section in STEM Education aims to ensure sustainable cooperation, bringing together well-established researchers and young scholars who want to further their comprehension and/or enter this research field. Thus, the pre-congress workshop meets this objective.
[1] Plakitsi, K.; Barma, S. (org.) (in press) Sociocultural Approaches to STEM Education: An ISCAR International Collective Issue. Springer Cham. https://link.springer.com/book/9783031443763
Objectives
The participants are expected to learn and discuss the central concepts mobilized by the presenters and visualize the relation between these concepts to the fundamental aspects of the applied methodology. The participants are also expected to present some central aspects of their research, tensioning and being tensioned by the perspectives presented in the workshop.
For whom the workshop is engaging: researchers, young scholars, teachers, and all professionals interested in STEM Education and the CHAT perspective.
Organisers
Juliano Camillo
Katerina Plakitsi
Eleni Kolokouri
Athina Kornelaki
Cristiano Mattos
André Machado Rodrigues
| Time | Title | Presenter | Moderator | ||
|---|---|---|---|---|---|
| 08:30 | – | 09:00 | Registration & coffee | ||
| 09:00 | – | 09:30 | Welcome and presentation of CHACDOC and program | Louise Bøttcher | |
| 09:30 | – | 10:00 | Inclusion and the challenges of developmental asynchrony with peers | Louise Bøttcher | Mariane Hedegaard |
| 10:00 | – | 10:30 | Rethinking inclusion of children with disabilities in early years using cultural-historical perspective | Fatema Taj Johara | Mariane Hedegaard |
| 10:30 | – | 11:00 | Coffee break | ||
| 11:00 | – | 11:30 | Discussion | ||
| 11:30 | – | 12:00 | Conceptual PlayWorlds as an intervention for supporting equity, access and inclusion to support children’s learning | Marilyn Fleer | Mariane Hedegaard |
| 12:00 | – | 12:30 | Discussion | ||
| 12:30 | – | 13:00 | Inclusion through care and play | Ditte Winther-Lindqvist | Marilyn Fleer |
| 13:00 | – | 14:00 | Lunch | ||
| 14:00 | – | 14:30 | Discussion | ||
| 14:30 | – | 15:00 | Challenging societal lines of inequality by playing with (demands of) activity settings | Alicja Renate Sadownik | Louise Bøttcher |
| 15:00 | – | 15:30 | Discussion | ||
| 15:30 | – | 16:00 | Breaking the normativity of time and space- Researching with families in a Conceptual PlayWorld | Prabhat Rai | Ditte Winther-Lindqvist |
| 16:00 | – | 16:30 | Coffee break | ||
| 16:30 | – | 17:00 | Researching inclusion of children in everyday life activities implies a double perspective | Mariane Hedegaard | Ditte Winther-Lindqvist |
| 17:00 | – | 17:30 | Discussion and round-up |
| Time | Title | Presenter | ||
|---|---|---|---|---|
| 08:30 | – | 09:00 | Registration & coffee | |
| 09:00 | – | 09:15 | Welcome | Juliano Camillo |
| 09:15 | – | 10:00 | STEM and CHAT: challenges and potentialities | Juliano Camillo |
| 10:00 | – | 10:30 | Discussion | |
| 10:30 | – | 11:00 | Coffee break | |
| 11:00 | – | 12:30 | 21st century teaching skills in STEM: A CHAT approach | Katerina Plakitsi, Eleni Kolokouri, Athina Kornelaki |
| 12:30 | – | 13:00 | Discussion | |
| 13:00 | – | 14:00 | Lunch | |
| 14:00 | – | 14:45 | A cultural-historical activity theory approach to Science Education challenges | Cristiano Mattos, André Machado Rodrigues |
| 14:45 | – | 15:15 | Discussion | |
| 15:15 | – | 16:00 | Commentaries | |
| 16:00 | – | 16:30 | Coffee break and posters | |
| 16:30 | – | 18:00 | Poster presentations – What is the aim of your research? – What are the methods and concepts used? – What is still to be done? – Relations to the ideas developed in the workshop? | Discussants: Juliano Camillo, Katerina Plakitsi, Eleni Kolokouri, Athina Kornelaki, Cristiano Mattos, André Machado Rodrigues |
