Computer Technology-Integrated Projects Should not Supplant Craft Projects in Science Education

Klopp, Tabatha J.; Rule, Audrey C.; Schneider, J.; Boody, Robert M.

doi:10.1080/09500693.2013.829927

Cited by 10 publications

(12 citation statements)

References 20 publications

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“…The engaging, high-interest activities of arts and crafts integrated with science motivate students and assist in reaching a larger classroom audience for science (Bull & Barry, 2007;Griffis, Brand, & Shackleford, 2006;Klopp, Rule, Schneider, & Boody, 2013). Arts integration adds depth and personal interpretation to the curriculum, thereby increasing student engagement (Mason, Steedly & Thormann, 2008).…”

Section: Importance Of Integrating Arts and Crafts With Sciencementioning

confidence: 99%

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Klein¹,

Gray²,

Zhbanova³

et al. 2015

Journal for Learning through the Arts

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Section: Importance Of Integrating Arts and Crafts With Sciencementioning

confidence: 99%

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Klein¹,

Gray²,

Zhbanova³

et al. 2015

Journal for Learning through the Arts

Self Cite

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“…ELS emphasizes that knowledge should be put into effect in real‐life situations to elevate the effect of learning (Jose et al, ; Suchman, ). This is similar to concepts in 3D printing technology, which help students to gain scientific knowledge and hands‐on ability through the process of “doing science” using a hands‐on curriculum (Finnerty, ; Gooden, ; Klopp et al, ; Lillard, ; National Research Council, ). Moreover, ELS is a knowledge‐transforming process of learning through experiences that leads to the construction of knowledge, which helps students to grasp interdisciplinary knowledge (Kolb, ) while focusing on the concepts that students learn through situated learning processes in real life (Adamson, ; Jose et al, ).…”

Section: Introductionmentioning

confidence: 81%

“…One possible reason for this may be that ELS emphasizes that knowledge should be implemented in practical situations to enhance learning outcomes (Jose et al, ; Suchman, 1987). During the hands‐on task‐oriented activity, the students improved their hands‐on ability (Jose et al, ; Wenger, ), and combining the hands‐on activity and curriculum with the 3D printing technology resulted in smoother progress in less time and with a lower cost during production (Chien, ; Kostakis et al, ; Lipson & Kurman, ), which reflected the students' overall improvement in their hands‐on ability (Finnerty, ; Gooden, ; Klopp et al, ; Lillard, ; National Research Council, ). Moreover, the students who learned using the 3D printing technology acquired better total scores than those who learned using the traditional hands‐on tools.…”

Section: Discussionmentioning

confidence: 99%

“…The most important point of a hands‐on curriculum during the learning process is to provide opportunities for students to enhance hands‐on activities and tactile perception of objects (Lillard, ) to gain knowledge through the actual hands‐on process of doing science (Klopp et al, ). The theoretical framework was built on the classic argument “learning by doing” (Dewey, ), which is reflected in constructivism in that individuals construct knowledge through interactions with their environment (Perkins, ; Piaget, ; Vygotsky, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

Hsiao

Chen²,

Lin

et al. 2018

Computer Assisted Learning

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This study combined 3D printing technology with experiential learning strategies (ELS) to design a hands‐on curriculum for preengineering students. The participants learned interdisciplinary knowledge and abstract scientific concepts through the curriculum. The study implemented a quasi‐experimental design to examine whether the students who learned using the 3D printing technology with ELS demonstrated better learning performances regarding the comprehension of abstract scientific concepts and hands‐on ability. This study selected 184 10th‐grade students from five classes, which were divided into three groups. The experimental process was conducted over a period of 11 weeks (for a total duration of 960 min). It was found that all of the preengineering students improved their comprehension of abstract scientific concepts. The students who learned using the 3D printing technology understood abstract scientific concepts better than those who learned using the traditional hands‐on tools, and the students who learned using the 3D printing technology with ELS demonstrated better hands‐on ability than the other two groups. Using 3D printing technology with ELS resulted in significant positive effects on the participants' handmade processes, in which the students reinforced the connection between knowledge and handmade products, resulting in better comprehension of abstract scientific concepts and hands‐on ability.

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“…indicated that providing proper visual guidance, when designing multimedia teaching materials, would result in better learning outcome of students. Multimedia dynamic presentation would guide students' attention to highlighting and reinforcing information, without dispersing attention, to effectively reduce cognitive load (Klopp et al, 2014). The following hypotheses are therefore proposed in this study.…”

Section: Learning Outcomementioning

confidence: 99%

A Study of The Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

Xiao-zhu

Zhang

Yang³

2016

EURASIA J MATH SCI T

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The statistics reveals that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students'learning frustration and obstacle caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented teaching instrument combined with cognitive psychology, cognitive load theory, and multimedia teaching theory, could easily attract students 'attention in the performing process so as to guide the learning, reduce the load of working memory, and further reduce the cognitive load. With multimedia dynamic presentation, teachers could design materials matching with class teaching for the attention guidance to help students actively search, select, and organize information, reduce the load of working memory and cognitive load, and enhance the learning effect. It is expected to apply multimedia dynamic teaching to attention guidance in this study. Under the principle of material design, multimedia dynamic teaching is regarded as the design subject and three classes are proceeded the teaching experiment. The results show that including images into structural text information presents significant effects on students'learning outcome and the reduction of cognitive load.

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Computer Technology-Integrated Projects Should not Supplant Craft Projects in Science Education

Cited by 10 publications

References 20 publications

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Upper Elementary Students Creatively Learn Scientific Features of Animal Skulls by Making Movable Books

Using 3D printing technology with experiential learning strategies to improve preengineering students' comprehension of abstract scientific concepts and hands‐on ability

A Study of The Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

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