An Examination of the Interaction Between Modelling and Its Relationship with Construction Kits: Lessons from the Past and for the Future

Parkinson, Eric

doi:10.1007/s10798-004-1577-z

Cited by 3 publications

(2 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kits for modeling construction toys as didactic and educational materials have a long history (see Parkinson 2004). Among other advantages, construction kits have the quality to diminish technical difficulties in any building process.…”

Section: Methodsmentioning

confidence: 99%

The clock project: gears as visual-tangible representations for mathematical concepts

Andrade

2009

Int J Technol Des Educ

View full text Add to dashboard Cite

As we have noticed from our own classroom experiences, children often find it difficult to identify the adequate operations learned in mathematics class when they are solving mechanical-operators problems in Technology class. We wanted to design a project that exploits the idea of a hands-on relationship between mathematics and technology to teach students the concept of 'transmission coefficient' in schools. Our purpose was to bridge mathematical knowledge and mechanical parts in technological devices. Our belief was that visual-tangible representations enhance human cognition by scaffolding the information process. We supplied a kit with rubber foam (Fomi) and balsa wood parts to construct an analogical clock. This included a series of gears to work with three different ratios. The project was conducted in 2007 and 2008, with 38 students ranging from 10 to 14 years of age. The students were from the 5th and 7th grades in two different schools. The project included six stages of both theory and hands-on work. In a final stage, the students were given a written test. All students were able to make workable systems of their design for a time-measuring device. This proved important for technological education. On the other hand, manipulating gears along with visual reasoning strategies allowed all students to achieve an understanding of operations with fractions. We think this is a major achievement in mathematical education.

show abstract

Section: Methodsmentioning

confidence: 99%

The clock project: gears as visual-tangible representations for mathematical concepts

Andrade

2009

Int J Technol Des Educ

View full text Add to dashboard Cite

show abstract

“…Here, flying models served to liberate aeronautical trials without the tragic penalties associated with human control of frail and often unpredictable aircraft. Parkinson (2004) describes the role of such early endeavour in relation to modelling thus:…”

Section: Modelling and Hypothesis Theorymentioning

confidence: 99%

Practical modelling and hypothesis testing in primary design and technology education

Parkinson

2007

Int J Technol Des Educ

View full text Add to dashboard Cite

This article explores relationships between designing and making in the work of children within the age range 5-11 when engaged in practical modelling tasks. The notion of the model is explored from the perspective of concrete representations. It is suggested that concrete models may be used as hypotheses from which to test ideas about the nature of the world. From this perspective, models may be seen to provide crucial platforms for learning. A wide range of sources has informed the article, and these embrace ideas on Hypothesis Theory drawn from linguistic research, as well as historical sources which trace the evolution and development of stimuli for model-making activity. A creative basis for modelling is explored such that a conclusion is reached in which design is seen as an expression of the modelling of possibilities.The concept of the model may be complex and can be seen within a range of contexts. For the purposes of this article, the model is seen as a form of representation. This is consistent with the view of Archer (1992a) who refers to the model as ..anything which represents anything else for informational, experimental, evaluative or communication purposes. (Archer, 1992a, p. 7)As an overarching idea, representations have many modes of expression. An example of this can be seen in language. Text may be viewed as a representation of the spoken word. It may be reduced to symbols and stylised but it has far-reaching powers since the written word can reach out beyond mere vocalisation. It persists. It can be shared and it may be carried across space and time. A range of disciplines beyond design and technology activity can be noted with regard to their use of modelling. Both mathematics and science utilise various forms of representation to model various sequences and systems.Given the representational core of the model, it is hardly surprising that it has a special relationship with designing and making. In the primary classroom, the child will often be engaged in tasks which involve a product outcome. The process of modelling will allow the child to represent a product through a range of measures. The child, for example, may simply talk to peers about a design idea. This act of verbal modelling allows the communication of aspects of a mode of representation, within the limits of language itself. The development of a dedicated vocabulary in design and technology naturally assists this process.The child may represent an idea by a sketch. This gives the representation an air of permanence. It has gone far beyond the limitations of a speech event. The two dimensional representation available on the plane surface of paper presents a fresh challenge, and modelling forms may simply be based on plan and elevation based graphic treatments, or three-dimensional approaches.Then there are built forms. These can offer the potential for a representation to be produced in three dimensions and, as such, allow the practical exploration of space. A range of materials can be used, and indeed assessed for their suitab...

show abstract

From Construction Kits to Educational Robotics—Technology to Promote STEM Careers in Early Ages

Fislake¹

2022

STEM, Robotics, Mobile Apps in Early Childhood and Primary Education

View full text Add to dashboard Cite

An Examination of the Interaction Between Modelling and Its Relationship with Construction Kits: Lessons from the Past and for the Future

Cited by 3 publications

References 14 publications

The clock project: gears as visual-tangible representations for mathematical concepts

The clock project: gears as visual-tangible representations for mathematical concepts

Practical modelling and hypothesis testing in primary design and technology education

From Construction Kits to Educational Robotics—Technology to Promote STEM Careers in Early Ages

Contact Info

Product

Resources

About