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The Proceedings of the 23Th Annual Conference of the European Teacher Education Network

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The Proceedings of the 23Th Annual Conference of the European Teacher Education Network The Proceedings of the 23th Annual Conference of the European Teacher Education Network ETEN Proceedings Editors José Portela & Isabel Vale - Instituto Politécnico de Viana do Castelo, Portugal Francyne Huckaby -Texas Christian University, USA George Bieger - Indiana University of Pennsylvania, USA ETEN 23 The Proceedings of the 23th Annual Conference of the European Teacher Education Network Editors José Portela & Isabel Vale Instituto Politécnico de Viana do Castelo, Portugal Francyne Huckaby Texas Christian University, USA George Bieger Indiana University of Pennsylvania, USA Published jointly by ETEN (The European Teacher Education Network), Instituto Politécnico de Viana do Castelo, Escola Superior de Educação, Texas Christian University, and Indiana University of Pennsylvannia. 2013 ISBN 978-989-95980-7-2 ETEN Secretariat Højvangseminariet International Office Skolevej 6 DK 2600 Glostrup Denmark www.eten-online.org Printed at the Instituto Politécnico de Viana do Castelo Escola Superior de Educação Av. Cap. Gaspar de Castro 4900 Viana do Castelo Portugal 2 Preface This publication reports papers presented at the 23th annual ETEN Conference in Hasselt, Belgium, which was hosted by the KHLim-Limburg Catholic University College, in April 2013. The theme for the conference was Education designed for all. The keynote speaker, Dirk De Boe, approached this theme based on his publication Eduschock. He asked the question “What does “Education designed for all” mean?” This keynote speech launched the topic for further discussion and reflection during the Thematic Interest Groups (TIG) sessions. The participants in the TIG’s session approached the theme from their particular view and within their own frameworks of reference. This conference proceedings publication is the result of papers presented in the TIG-sessions during the conference. Some are research papers, some report professional practices and development programs. The papers included in this publication represent some of the presentations on the following Thematic Interest Groups (TIG): Arts Education Democracy, Religion and Culture Educational Technology Internationalisation Mathematics Education Movement Activities, Health and Outdoor Learning Myths and Fairytales Reflective Practice Science Education Special Needs Technology Teaching and Learning Urban Education The papers for these proceedings were received from the TIG leaders who acted as the main reviewers, attesting the suitableness of the papers for this publication. The editorial board congratulates all the authors for the important contribution that was made to allow this publication be ready in time. José Portela Isabel Vale Francyne Huckaby George Bieger Instituto Politécnico de Viana do Castelo, Texas Christian Indiana University of Portugal University, USA Pennsylvania, USA 3 Contents Arts Education The art of mime in education: a rich learning tool Maher Bahloul ............................................................................................................................... 7 Democracy, Religion and Culture In dialogue with the snowman: Exploring religion in a whirlwind cabin Tom Schoemaker ........................................................................................................................... 18 A study of the religious orientation of public school districts located in the bible belt of the united states Tom A. Bennett and George Foldesy ............................................................................................. 25 Mathematics Education Preservice teachers' knowledge on elementary geometry concepts Angela Couto, Isabel Vale ............................................................................................................. 37 Visual patterns and the development of creativity and functional reasoning Débora Tavares, Isabel Cabrita ..................................................................................................... 52 Challenging and Creative Mathematical Tasks: an exploratory study with elementary pre- service teacher Isabel Vale, Ana Barbosa .............................................................................................................. 63 Early mathematical experiences: the importance of curricular integration Ana Barbosa, Isabel Vale ........................................................................................................................ 71 Reflective Practice The reflection quadrant. A way to guide reflection Mart Ottenheim & Anneke Perdaems .......................................................................................... 81 Reflection in developing speech production skills Elena Frolikova .............................................................................................................................. 85 Crisis Preparedness: A Multifaceted Approach Sondra R. Dennison & Theresa Messina Horner ........................................................................... 94 Reflective Practice in American and Taiwanese Classrooms Po-Yi Hung ..................................................................................................................................... 103 4 Science Education Truthfulness in science teachers’ bodily and verbal actions Peer S. Daugbjerg .......................................................................................................................... 119 Why go to a Museum? Mart Ottenheim and Monique Hoogenboom ............................................................................... 126 Does integrated science education improve scientific literacy? Laura Tamassia, Renaat Frans ............................................................................................. 132 Special Needs 4 Evaluating the Use of Music with Teaching Aids in a Multi-sensory Environment on Developing Children with Disabilities Positive Emotions and Communication Skills Liza Lee & Shu-Chuan Lin .............................................................................................................. 143 Technology Teaching and Learning Digital worlds revolutionizes today education and school requires the use of digital tools an altered teacher role in schools and universities? Ann-Marie von Otte ...................................................................................................................... 163 Urban Education Teaching and Learning to Teach with Recursive Mediated Learning Experiences Reuben L. Yarmus and James J. Vagliardo .................................................................................... 166 5 Arts Education 6 The art of mime in education: a rich learning tool Maher Bahloul American University of Sharjah United Arab Emirates Abstract Latest work within the Learning Through the Arts field included a variety of visual and performing arts activities such as drama, music, dance, film, etc. Rarely do studies focus on mime as a teaching and learning tool. In this paper, the art of mime is explored through a hands-on workshop whereby participants go through the various steps of a mime activity. As such, they work in small groups to design, perform, and finally reflect on meaning and meaning production. The activity is then videotaped and features of the use of the digital camera are highlighted. Thus, the paper explicates the salient features of the mime and the use of the digital camera as educational tools. 1. Introduction According to Wikipedia, the word ‘mime’ has a Greek origin; it is derived from the Greek word "μίμος"—mimos, which means "imitator, actor". The online encyclopedia Britanica.com defines mime as…the art of portraying a character or a story solely by means of body movement (as by realistic and symbolic gestures). It is therefore a way of communication whereby the verbal word is replaced by the non-verbal, gestural act.1 While we all resort to non-verbal language in so many various contexts either to replace the spoken word or to support it (i.e., calling someone, signaling the end of some event, etc.), the art of ‘mime’ evolved to becoming an integral part of the industry of entertainment (Gittens, 2007; McGee, 2011; among several others) and lately as part of the growing field of edutainment (Feder, 1992; Maley & Duff, 2005; Farmer, 2009; Jones, Curtis & Allen 2012; etc.). Incorporating the art of miming in teaching and learning is of major salience to the field of education. In 1992, for example, Feder published a highly informative book titled ‘Mime Time’ and includes forty-five mime activities especially designed to be used in classrooms of various young and older learners. Along the same line, Farmer (2009) publishes a book titled ‘101 Drama Games and Activities: Theatre Games for Children and Adults Including Warm- ups, Improvisation, Mime and Movement’. The book, highly grounded in research, provides teachers and educators with a large array of educational activities including mime, storytelling, and improvisation. Most importantly is the shrewd highlight of mime skills through educational and enjoyable activities. This paper promotes the very field of mime in education for it presents a well structured mime activity, composed of four sections, presented and performed at the European Teacher Education Network (ETEN) 2013 within the Arts Education TIG session. Most importantly has been the use of the digital camera to film all parts of the mimes. The use of such powerful tool in promoting learning exhibits major educational implications. In other words, building on recent
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