Conceptions of mind in young learners with ADHD syndrome. Phenomenographic perspective - DOROTA ZDYBEL (Autor) (2024)
10.1016/j.tsc.2024.101516
https://www.sciencedirect.com/science/article/abs/pii/S1871187124000543?via%3Dihub
Oryginalny artykuł naukowy
The paper explores the concepts of mind in young learners with ADHD syndrome: How do they experience and conceptualize their own minds? To what extend are they able to explain the mental operations activated during learning? Which of these processes do they consider to be the most important in their learning? What are the educational consequences of such perception? The article consists of four parts. The first provides the reader with a short though comprehensive theoretical backgrounds, including a critical review of latest research on the subject. Second part describes the methodology of phenomenographic research conducted with 8-years old students suffering from ADHD syndrom (N = 25). The results of interviews (both on iconic and verbal expressions’ levels) constitute the main body of the text. The subjects were asked to imagine their mind being an unusual machine, and then draw and explain how such mind-machine would work while learning. Four conceptions of mind were elicited and described: a/ mind as an untamed mystery; b/ as a memory card; c/ as a processing center, and d/ as a control panel. The results were discuss in terms of their limitations, the possibilities of extending the research on metacognitive potential of children suffering from ADHD syndrom, and consequences to pedagogical practice. The paper is addressed to educators, both scientific researchers and elementary teachers, to help them understand the way students with ADHD perceive and interpret their learning environment and one's own mind's potential.
Keywords: pedagogika