Abstract

Four basic competences according to the theory of “Biopedagogism” are considered to have a coincidental hierarchical evolutionary origin and developmental/ontogenetic appearance; they are: Technological-T, Socialization–S, Language/Literacy-L and Numeracy/Theorotical-N/T. These are multifaceted with multimodality characteristics that develop in authentic Teaching-Learning-Assessment (T-L-A) environments, where communication is essential. Appropriate time devoted and suitable learning activities for each competence, based on an hierarchical and interactive cultivation, could contribute to a more effective learning through the physical maximization of human brain potential, that is, through the coordination of the pedagogico-educational praxis with the aforementioned considered biological basis of learning. A one Preschool year empirical/experimental design was undertaken to test whether pupils’ learning is promoted by such innovative biopedagogic instruction (T>S>L>N/T). The four relative competences were cultivated including cheiraptic and digital related activities and evaluated in two classes, one Experimental-E (innovative instruction) and one Control-C. The four competences tested were the basis for E and C teachers’ grading/measuring each pupil performance and also for formulating evaluative/qualitative comments. The methodological design was tested through the contrastive investigation of research tools reliability and validity. Both quantitative and qualitative data analysis showed that the E-class pupils exhibited significantly much higher levels of competence acquisition and learning in general in comparison to C ones. A linear model was also constructed and revealed that the major determinant of all competences’ acquisition was the innovative/”biopedagogic” instruction. This hierarchical, interactive and multimodal form of T-L-A could lead to a better understanding and application of knowledge construct and learning, an effort that is already extended to Primary and Secondary school classes with encouraging preliminary data. It is expected to reveal many issues regarding the construction of authentic, multimodal and socially rich learning processes.