How do we see when the light is not “enough”? Mental representations of pre-service preschool teachers

In this article we present a research treating with the study of pre-service preschool teachers’ mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we...

Πλήρης περιγραφή

Λεπτομέρειες βιβλιογραφικής εγγραφής
Κύριοι συγγραφείς: Anthopoulou, Vasiliki, Ravanis, Konstantinos
Άλλοι συγγραφείς: Ανθοπούλου, Βασιλική
Μορφή: Journal (paper)
Γλώσσα:English
Έκδοση: 2020
Θέματα:
Διαθέσιμο Online:http://hdl.handle.net/10889/13203
Περιγραφή
Περίληψη:In this article we present a research treating with the study of pre-service preschool teachers’ mental representations on the mechanism of vision in environments with little to no light. After introducing three separate situations within the framework of an individual, semi-structured interview, we concluded that the main mechanism associated with difficulty or absence of vision is, generally, either dim lighting, or the lack of a light source. Furthermore, certain centrations based on experience were designated, such as vision in limited distance, the autonomy of darkness, or vision through “familiarization” with darkness.