Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers’ and Children’s Ways of Representing Science Content in Early Childhood Classrooms

This classroom-based study aims to contribute knowledge about children’s opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children’s drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children’s ‘emergent disciplinary drawing’ in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that ‘emergent disciplinary drawing’ is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.

Social Science Pedagogy as a Way of Integrating Sustainable Education and Global Citizenship into the Initial Training of Pre-Primary Teachers

The main objective of this research was to demonstrate the integration of international and national strategies in education for sustainable development and global citizenship into initial teacher training. The researchers analyzed the outcomes of a feminist teaching strategy based on family trees, focusing on the usefulness of social science pedagogy in developing critical thinking among pupils. They also attempted to enhance teachers’ digital literacy and make progress in reflecting on its functioning and use. The research used mixed methods, and the research instrument was a questionnaire using Likert-type scales validated by specialists from several universities. It was deployed in the module Didáctica del Conocimiento del Medio Social y Medioambiental (Pedagogy of Knowledge of the Social and Cultural Environment) of the Bachelor’s Degree in Pre-Primary Education at the University of Alicante. Using historical research with a gender perspective, the trainee teachers investigated their family trees, focusing on the women in their families. They also carried out a speculative exercise to aid reflection on their contributions as teachers in support of equal education. The results obtained showed that this was a novel and useful educational activity, which inspired participants to work for a fair and democratic global citizenship based on coeducation.

The problems and peculiarities of G. P. Shchedrovitsky's reform of mindset, science, pedagogy and other fields of knowledge

This article analyzes the creative path of G. P. Shchedrovitsky and the programs for reforming different fields of knowledge (mindset, science, pedagogy, design, etc.). The author claims that Shchedrovitsky formed the approach towards studying the indicated fields of knowledge under the influence of the works of A. A. Zinoviev and L. S. Vygotsky, Marxist doctrine, Scientist attitudes of that time. However, there was a different perspective on the reforms in the three key periods and programs of the Moscow Methodological Circle – creation of the theory of reasoning, theory of activity, and concept of mental activity. In the first period, it was deemed that the reforms will be successful if the reformers follow the method of reasoning developed by Marx in “Das Kapital”; in the second period – if the subjects and fields of knowledge under reform will be viewed as transformed in the context of philosophical, scientific, and practical reasoning; as well as activity (including mental activity). within the framework of which these subject and fields were created, will be subsequently reconstructed. The author examines the peculiarities of implementation of Shchedrovitsky’s reforms and assesses this work negatively. Namely because from the author’s perspective, Shchedrovitsky, on the one hand, did not give due attention to the structure and life of the studied complex phenomena, while on the other hand, designing them as the ideal objects, which is a necessary condition for philosophical and scientific research, he first and foremost fulfilled his personal values and attitudes, ascribing corresponding values to the ideal objects. The author believes that this is an expected outcome, since Shchedrovitsky's methodology for creating the ideal objects did not suggest ascertainment of the structure and life of the corresponding real phenomena.

New editor welcome editorial: Respecting the past while moving forward.

This is to thank the outgoing editorial team and welcome the new editorial team for Current Issues in Sport Science (CISS), the journal of the sport science organizations of Austria (ÖSG) and Switzerland (SGS). CISS focuses on current issues in our multi- and interdisciplinary field reflected its sections: Biology & Medicine; Biomechanics & Informatics; Movement & Exercise Science; Pedagogy & History; Psychology & Philosophy; Public Health; Sociology & Economics; and Technology. We welcome articles that address timely topics, push the envelope, set the stage, and motivate the science in new and innovative topics.

METHODS OF DEVELOPING THE SYSTEM OF SPIRITUAL AND MORAL EDUCATION OF YOUNG STUDENTS THROUGH THE UZBEK PEOPLE’S PERFORMING ART

This article addresses the issues of arousing young students' interest in national songs, the ability to understand the ideas expressed through listening to national music, as well as the formation of students’ taste in the selection of works. KEY WORDS: value, ethics, etiquette, spirituality, education, upbringing, science, pedagogy.

Art as Refuge: The Symbolic Transformation of an Electronic Installation in the Midst of Chile's Social Unrest

This position statement describes the transformation of an interactive installation from an instrumental piece of art and science pedagogy into a meaningful performative piece, which forced its creators to adopt a political stance in the light of a period of social unrest taking place in Chile beginning in October 2019. It describes how an apparently nonpartisan installation transitioned into a tool for political expression and refuge. It also allowed the artists to rethink their role in the community as facilitators of art spaces for self-dialogue.