5. Write two ways to measure time.
6. It indicates three phenomena that are periodic.
7. Explain how you can recognize that a phenomenon is periodic.
8. Draw a picture illustrating your vision of irreversibility.
9. Name two contemporary phenomena.
Test-in results have shown that many pupils answer to each question giving
different meanings to the time concept, i.e.: whether time, action time interval. In
test out the continuity in time meaning was present in the majority of pupils, as well
as the concepts of instant, time interval and that periodic event can be used for clock
building. In addition this concepts are well distinguished by those of whether or
perceived time interval of actions. A conceptual organization of the concepts emerge
from the pupils sentences.
Children’s learning is evident from the results compared to the main research
questions in the fields: methodological, cognitive and curricular.
On methodological framework, we note that observing the evolution of the
phenomena helps us to understand the passage of time and the artefact influences
the conceptualization of time.
In cognitive domain, we can see that spontaneous language of children develops
into scientific language in relation to the acquired concepts and that time for children
is both objective and subjective experience.
In the area of curriculum, it is highlighted that the time is not a unique concept but
consists of many meanings, most of which arise from the experience linked to family
background or education. Furthermore, the idea of periodic time interval is not
spontaneously restricted to pupils, but you can build it successfully.
On the setting, we can state that interdisciplinary approach was the most valuable
aspect of this work.
Integration between disciplines returns a unified image of knowledge that,
although in its specialist articulations, contributes to the organ of the cognitive
experience. Transversality of ideas, contents and concepts has allowed to reconcile
the humanist to the scientific field and to preserve the specificity of the various
disciplines by putting it at the service of understanding.
Verticality of the course in the primary school has allowed to understand the
complexity of the concept of time and the meanings to which they refer and
distinguish the time’s measurement from the concept of time.
23.8 Concluding Remarks
With respect to the entire experience, the elements presented by the participants in
the final thesis report have highlighted the main aspects of professional and personal
growth in: mature knowledge and skills in the scientific field; acquire skills for
examining learning processes; design by looking at the vertical curriculum; pay
attention to the interdisciplinary nature of contexts and the transversal dimension of
conceptual elements.
23 Time as Topic Transversal Perspective in Teacher Professional Development Carry. . . 289
6. It indicates three phenomena that are periodic.
7. Explain how you can recognize that a phenomenon is periodic.
8. Draw a picture illustrating your vision of irreversibility.
9. Name two contemporary phenomena.
Test-in results have shown that many pupils answer to each question giving
different meanings to the time concept, i.e.: whether time, action time interval. In
test out the continuity in time meaning was present in the majority of pupils, as well
as the concepts of instant, time interval and that periodic event can be used for clock
building. In addition this concepts are well distinguished by those of whether or
perceived time interval of actions. A conceptual organization of the concepts emerge
from the pupils sentences.
Children’s learning is evident from the results compared to the main research
questions in the fields: methodological, cognitive and curricular.
On methodological framework, we note that observing the evolution of the
phenomena helps us to understand the passage of time and the artefact influences
the conceptualization of time.
In cognitive domain, we can see that spontaneous language of children develops
into scientific language in relation to the acquired concepts and that time for children
is both objective and subjective experience.
In the area of curriculum, it is highlighted that the time is not a unique concept but
consists of many meanings, most of which arise from the experience linked to family
background or education. Furthermore, the idea of periodic time interval is not
spontaneously restricted to pupils, but you can build it successfully.
On the setting, we can state that interdisciplinary approach was the most valuable
aspect of this work.
Integration between disciplines returns a unified image of knowledge that,
although in its specialist articulations, contributes to the organ of the cognitive
experience. Transversality of ideas, contents and concepts has allowed to reconcile
the humanist to the scientific field and to preserve the specificity of the various
disciplines by putting it at the service of understanding.
Verticality of the course in the primary school has allowed to understand the
complexity of the concept of time and the meanings to which they refer and
distinguish the time’s measurement from the concept of time.
23.8 Concluding Remarks
With respect to the entire experience, the elements presented by the participants in
the final thesis report have highlighted the main aspects of professional and personal
growth in: mature knowledge and skills in the scientific field; acquire skills for
examining learning processes; design by looking at the vertical curriculum; pay
attention to the interdisciplinary nature of contexts and the transversal dimension of
conceptual elements.
23 Time as Topic Transversal Perspective in Teacher Professional Development Carry. . . 289