ABSTRACT

The purpose of this preliminary pilot study is to identify how imaginative teaching methods and low-technology prototyping promote social-emotional (SE) skills development in elementary school students. Particularly, two are the objectives of the study, firstly to test the research desigńs feasibility and validate the research tools and secondly, to explore the relationships between the employed teaching methods and social-emotional skills development. The study is based on mixed methods-grounded theory methodology involving the collection of qualitative and quantitative data from 104 participants. Based on grounded theory methodology, we have developed a pedagogical approach illustrating age-appropriate teaching practices for developing SE skills. Further research needs to be carried out to gain greater insight into the cross-curricular infusion of these methods and skills across different grades. The added value of this work is the exploration of imaginative teaching methods exploiting age responsiveness so that children gain social-emotional benefits within low-technology learning situations.

摘要

这项初步试点研究的目的是确定富有想象力的教学方法和低技术原型如何促进小学生的社会情感 (SE) 技能发展。特别是，两个是研究的目标，首先是测试研究设计的可行性和验证研究工具，其次是探索所采用的教学方法与社会情感技能发展之间的关系。该研究基于基于混合方法的理论方法，涉及收集来自 104 名参与者的定性和定量数据。基于扎根理论方法，我们开发了一种教学方法，说明适合年龄的教学实践以发展 SE 技能。需要进行进一步的研究，以更深入地了解这些方法和技能在不同年级的跨课程融合。这项工作的附加价值是探索利用年龄反应的富有想象力的教学方法，以便儿童在低技术学习环境中获得社会情感利益。