Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited

Mi Song Kim

doi:10.12973/eurasia.2017.01218a

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Mi Song Kim ¹ ^*

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¹ University of Western Ontario^* Corresponding Author

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.

Keywords

special needs students
multimodality
multiliteracies
Vygotsky
informal learning

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 6, June 2017, 2133-2154

https://doi.org/10.12973/eurasia.2017.01218a

Publication date: 15 Jun 2017

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Article Downloads: 5964

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How to cite this article

APA

Kim, M. S. (2017). Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a

Vancouver

Kim MS. Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited. EURASIA J Math Sci Tech Ed. 2017;13(6):2133-54. https://doi.org/10.12973/eurasia.2017.01218a

AMA

Kim MS. Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited. EURASIA J Math Sci Tech Ed. 2017;13(6), 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a

Chicago

Kim, Mi Song. "Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 6 (2017): 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a

Harvard

Kim, M. S. (2017). Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), pp. 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a

MLA

Kim, Mi Song "Multimodal Modeling Activities with Special Needs Students in an Informal Learning Context: Vygotsky Revisited". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 6, 2017, pp. 2133-2154. https://doi.org/10.12973/eurasia.2017.01218a