Options
Louca, Loucas T.
Loading...
Preferred name
Louca, Loucas T.
Translated Name
Λουκά, Λουκάς
Position
Associate Professor
Main Affiliation
Department
Google Scholar ID
https://scholar.google.com/citations?user=4xqKmBwAAAAJ
5 results
Now showing 1 - 5 of 5
- PublicationHow a teacher's personal reflections shape her decision making for classroom management(International Society of the Learning Sciences (ISLS), 2022-06-10)
;Pelekanou, GeorgiaWe investigate how a teacher's personal reflection shapes her decision-making process in classroom management. Following open coding, we analyze the teachers' reflections seeking to identify her rationale in the decision-making process during the language arts lessons. Our findings indicated that her thinking was based on the student's behavior, the student's personality, the educational context, her own emotional perspective and condition, her pedagogical knowledge, and her reflective experience. We discuss the theoretical and methodological implications. - PublicationKitchen Science at Home: Engaging Pre-School Children through Distance Education during Covid-19 QuarantineThis is a case study describing the ways I engaged a group of 20 5-6,5-year-old children in an afternoon, distance, science education unit investigating snails. The study took place during the Covid-19 quarantine time in Spring 2020. The paper demonstrates the transferability of pedagogical ideas usually implemented in the face-to-face classroom. It also illustrates pedagogical ideas that were more productive to use during the online unit. Lastly, it describes the development of an online learning community that included children and parents.
- PublicationPre-school children talking about the models they have constructed: An analysis of children constructed models and their presentationDespite its proven added value, Modeling-based Learning (MbL) in science is not commonly incorporated into early grades. My purpose in this study was to provide detailed descriptions of the implementation of MbL with a group of 18 pre-K children, engaged in the study of solution of substances in water. The findings suggest that participants could successfully engage in authentic MbL activities, being able to develop a number of different models using prior knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning. © 2020 International Society of the Learning Sciences (ISLS).
- PublicationOnline Pre-Service Teacher Learning Communities as a Tool for Teacher Education(International Society of the Learning Sciences (ISLS), 2022-06-06)
; Skoulia, TheaThe purpose of this descriptive case study was to better understand the characteristics of Teacher Professional Learning Communities(TPLCs) of pre-service teachers(PsTs). Data were derived from 2 TPLCs in which 15 PsTs volunteered to participate, within the context of a pre-school Science Education course they were enrolled in. We analyzed transcripts of videotaped TPLC meetings following the thematic analysis approach. Our findings provide insights about how this group of PsTs utilized opportunities for professional growth. - PublicationModeling-based Learning in Pre-School Science: Affordances of Different Types of Children-Constructed ModelsDespite its proven added value, Modeling-based Learning(MbL) in science is not commonly incorporated into early grades science education. Following a growing body of research on using MbL in early grades, this multi-case study seeks to provide detailed descriptions of the implementation of MbL with 3 groups of pre-K children engaged in the study of three different phenomena, taught by 3 different teachers participating in a professional development program of pre-school science education. Findings across the different cases suggest that participating pre-school children were successfully engaged in authentic MbL activities and developed several different types of models using knowledge and experiences, as well as a variety of features of both analogical and mechanistic reasoning. I use this evidence to argue that (a)different MbL tools may afford different learning opportunities; (b)pre-school children have modeling resources that can use to utilize different tools using MbL in natural ways of young children learning (e.g.,playing).