We have published so far the following case studies.
- Heads-on, hands-on, hearts-on: Educators’ perceptions on ViduKids’ contributions to integral education
This paper aims to describe and analyse the potential of the pedagogical model of the ViduKids project to develop ‘Heads-on’, ‘Hearts-on’, ‘Hands-on’ activities. It is published open access.
Vaz-Rebelo, P., Bidarra, G., Costa, C., de Almeida Evangelista, S., Santos, V., & Thiel, O. (2022). Heads-on, hands-on, hearts-on: Educators’ perceptions on ViduKids contributions to integral education. International Journal of Developmental and Educational Psychology, 2(1), 351-358. https://doi.org/10.17060/ijodaep.2022.n1.v2.2363
- Kindergartenkinder produzieren mathematische Videos
Kindergarten children produce mathematical videos
In this case study, we explored how animation video production supports young children’s mathematical problem-solving. It is published in German.
Thiel, O., & Nakken, A. H. (2022). Kindergartenkinder produzieren mathematische Videos. Erste Ergebnisse aus dem Projekt ViduKids. In M. Gutzmann & U. Carle (eds.), Anfangsunterricht – Willkommen in der Schule! (Vol. 154, p. 226-245). Grundschulverband.
- Videoproduktion im Geometrieunterricht
Video production during geometry lessons
In this case study, we explored how animation video production supports young children’s understanding of geometrical shapes. It is published in German.
Thiel, O. (2022). Videoproduktion im Geometrieunterricht – Ergebnisse des EU-Projektes ViduKids. Mathematik differenziert, 14(4), 14-21.
- Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences
This case study describes examples of different ViduKids activities aiming to develop a holistic approach to mathematics education in the early years.
Vaz-Rebelo, P., Thiel, O., Bidarra, G., Santos, V., Costa, C., Evangelista, S., Nakken, A. H., Hanssen, S., Komočar, S., Kostrev, N., Vogrinc, B., Graj, J., Hotmann, A., Bartoletti, C., & Ferrini, F. (2023). Integrating Video Production in Early Ages to Promote Motivation for Mathematics and Transversal Competences: Examples from ViduKids Project. I A. Reis, J. Barroso, P. Martins, A. Jimoyiannis, R. Y.-M. Huang, & R. Henriques (red.), Technology and Innovation in Learning, Teaching and Education (s. 253-262). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-22918-3_19
- Learning the Italian language through the language of maths and geometry, using motor play and video
This case study describes examples of a workshop aimed at foreign children of kindergarten age who have recently arrived in Italy and have little knowledge of the Italian language. The playful and motor approach was used to introduce the basic vocabulary of geometry and mathematics, facilitating comprehension and problem-solving with simple reasoning in Italian. The main objective was to observe whether STEM content can facilitate language learning.