How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers

dc.contributor.authorAnthopoulou, Vasiliki
dc.contributor.authorRavanis, Konstantinos
dc.contributor.otherΑνθοπούλου, Βασιλική
dc.contributor.otherΡαβάνης, Κωνσταντίνος
dc.date.accessioned2020-02-07T00:12:38Z
dc.date.available2020-02-07T00:12:38Z
dc.date.copyright2016
dc.description.abstractIn this article we present a research treating with the study of pre-service preschool teachers’ mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we concluded that the main mechanism associated with difficulty or absence of vision is, generally, either dim lighting, or the lack of a light source. Furthermore, certain centrations based on experience were designated, such as vision in limited distance, the autonomy of darkness, or vision through “familiarization” with darkness.el
dc.description.translatedabstract-el
dc.identifierAnthopoulou, V. & Ravanis, K. (2016). How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers. International Education and Research Journal, 2(8), 30-32.el
dc.identifier.urihttp://hdl.handle.net/10889/13203
dc.language.isoenel
dc.sourceInternational Education and Research Journalel
dc.subjectVisionel
dc.subjectMental representationsel
dc.subjectPhysics educationel
dc.subjectPre-service preschool teachersel
dc.subject.alternativeΌρασηel
dc.subject.alternativeΝοητικές αναπαραστάσειςel
dc.titleHow do we see when the light is not “enough”? Mental representations of pre-service preschool teachersel
dc.typeJournal (paper)el
dcterms.extent30-32el
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