About this paper

Appears in:
Pages: 5408-5412
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

USING COMICS AND CONCEPT MAPS IN ORDER TO REVEAL THE CONCEPTUAL REPRESENTATIONS OF STUDENTS ON THE ROLE OF GENDERS. A CASE STUDY

A. Koufou1, P. Theologi-Gouti2, A. Asimaki2, C. Kontogianni1, J. Bousia1, M. Roussaki1, E. Papasimakopoulou1

1Directorate of Primary Education of Achaia (GREECE)
2University of Patras (GREECE)
The following paper describes a case study on the conceptual representations about the role of gender. Eighty, twelve years old students of two Greek primary schools used comics and concept maps in order to document their representations. Because of the complexity of the topic and the high range of stereotypes that usually brings along, the research team considered that comics and concept maps would be the proper tools in order to reveal children’s representation in all its depth, unconstrained and naturally. The study of the representations would serve our final aim, the implementation of a curriculum on the role of gender customized to our student’s needs. The study of the conceptual representations is a crucial practice that should precede the designing of a curriculum according to the theory of constructivism. A person develops cognitive models that serve future thinking or acting. The process of knowledge construction depends on our conceptual representations. Effective learning means structuring new knowledge models by using, expanding, revising or erasing the pre-existing representations. Thus, the study of representations is a crucial matter in order to design appropriate educational environments. On the other hand comics are widely used in everyday class as an educational tool that enhances knowledge construction thanks to their visual characteristics but also thanks to their popularity among young students. As far as concept maps are concerned, they are a popular way to represent knowledge and to reveal the representations of the person that takes part in the learning process.
@InProceedings{KOUFOU2015USI,
author = {Koufou, A. and Theologi-Gouti, P. and Asimaki, A. and Kontogianni, C. and Bousia, J. and Roussaki, M. and Papasimakopoulou, E.},
title = {USING COMICS AND CONCEPT MAPS IN ORDER TO REVEAL THE CONCEPTUAL REPRESENTATIONS OF STUDENTS ON THE ROLE OF GENDERS. A CASE STUDY},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {5408-5412}}
TY - CONF
AU - A. Koufou AU - P. Theologi-Gouti AU - A. Asimaki AU - C. Kontogianni AU - J. Bousia AU - M. Roussaki AU - E. Papasimakopoulou
TI - USING COMICS AND CONCEPT MAPS IN ORDER TO REVEAL THE CONCEPTUAL REPRESENTATIONS OF STUDENTS ON THE ROLE OF GENDERS. A CASE STUDY
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 5408
EP - 5412
ER -
A. Koufou, P. Theologi-Gouti, A. Asimaki, C. Kontogianni, J. Bousia, M. Roussaki, E. Papasimakopoulou (2015) USING COMICS AND CONCEPT MAPS IN ORDER TO REVEAL THE CONCEPTUAL REPRESENTATIONS OF STUDENTS ON THE ROLE OF GENDERS. A CASE STUDY, EDULEARN15 Proceedings, pp. 5408-5412.
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