engleski

Digital Portfolio In Teacher Education: Learning Of Science Concepts

Central objective in digital portfolios is the metacognitive learning process that leads to a learner’s maximum potential competency. Making representation of science concepts in digital portfolios actively designed by students provides further benefits. Learning is much more than a matter of speaking or writing the language of science ; it is a dynamic process of transformative sign-making (Kress et al. 2001.). Signs in semiotics are described as entities consisting of a form fused with a meaning characteristic for culture, or science. Several distinct modes in operation at the same time actively produced in digital form (speech, sound, image, movie, model, mind map) enable multimodal learning of science concepts. Learning happens through all modes of meaning as a complex activity. On the other hand, multimodality of digital portfolio allows instructor’s insight to students understanding of science concepts and their ideas of transferring those concepts in teaching by creating learning experience to promote children's understanding of science concepts and processes. Digital portfolio analyses align instructors and students perspectives on the object of inquiry. The success rate and responses from 410 students using digital portfolios at Teacher Education Faculty will be presented

portfolio; multimodality; science; teacher

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