Teaching Fundamental Aspects of Science Toys

O’Brien, Thomas V.

doi:10.1111/j.1949-8594.1993.tb12225.x

Cited by 8 publications

(3 citation statements)

References 31 publications

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“…This is because toolkits rely on off-the-shelf pre-made components. Educational research identifies teaching the underlying principles of science and technology as one of the biggest challenges and the available tools to support teaching conceptual learning remain under-explored [14,39]. DIY playful learning materials such as Squishy Circuits try to address these educational problems, but the capabilities are limited in the scope to galvanic contact and resistance [20].…”

Section: Physical Computing For Playful Learningmentioning

confidence: 99%

Flowcuits: Crafting Tangible and Interactive Electrical Components with Liquid Metal Circuits

Tokuda

Sahoo

Jones

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

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We present Flowcuits, a DIY fabrication method to prototype tangible, interactive and functional electrical components by manipulating liquid metals. The prototypes afford both physical and visual interactions to demonstrate the inner working mechanics of fundamental electronic elements, which enables tangible and playful learning. The fabrication process follows simple imprinting and sealing of fluidic circuits with a 3D-printed stamp on an accessible moldable-substrates such as 'Blu Tack'. Utilizing conductive gallium indium liquid metal, we demonstrated interactive and reconfigurable electronic components such as switches, variable resistors, variable capacitors, logic gates and pressure sensors. In this paper, we present the design analogy of Flowcuits, DIY fabrication approach including a parametric 3D stamp design toolkit and results from a technical evaluation. The stamps are printed with a low-cost 3D printer and all the materials are inexpensive and reusable, enabling Flowcuits to be easily used without any advanced lab facilities. CCS CONCEPTS• Human-centered computing → Ubiquitous and mobile computing; User interface toolkits; Human computer interaction (HCI).

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Section: Physical Computing For Playful Learningmentioning

confidence: 99%

Flowcuits: Crafting Tangible and Interactive Electrical Components with Liquid Metal Circuits

Tokuda

Sahoo

Jones

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

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“…Considerar a criança enquanto parte do público dos museus e demais espaços de educação não formal, como afirmam Scalfi et al (2019), demanda a ressignificação de seus espaços, linguagens, materiais para que dialoguem com as especificidades das culturas infantis, suas formas de interagir e se expressar. demonstrar, representar um conceito ou fenômeno científico sendo, ao mesmo tempo, divertidos e, ainda, mobilizar habilidades manuais e mentais no ensino e aprendizagem de ciências (O'BRIEN, 1993). Segundo O' Brien (1993), o uso de brinquedos científicos de maneira cuidadosa apresenta a possibilidade de trazer à tona o espírito lúdico e investigativo das crianças de todas as idades.…”

Section: Introductionunclassified

Crianças, Escola E Museus Se Encontram Pela Tela Do Computador Na Pandemia Da Covid-19

Souza

Almoinha

Marandino

2022

ReDoC

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Neste relato apresentamos a nossa experiência sobre duas oficinas de ciências com alunos e alunas do 3º ano do Ensino Fundamental I da Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo realizadas de maneira online durante 5 meses do ano letivo de 2021, no período da pandemia da Covid-19. As oficinas foram propostas para a coleta de dados de duas pesquisas de mestrado em andamento e tiveram como referências o processo de Alfabetização Científica. Uma das oficinas buscou trabalhar a dimensão institucional deste processo focalizando os museus como tema e, como desdobramento, as crianças produziram exposições a partir da temática “A ciência e os cientistas”. Na apresentação de suas produções online, houve a oportunidade de atuarem como como mediadoras de suas produções, quando puderam relatar o que haviam elaborado. Como resultado, percebemos que o formato online trouxe limitações nos modos de interação das pesquisadoras com as crianças e entre as próprias crianças. Por outro lado, a proposta das oficinas e as atividades desenvolvidas, geraram participação e engajamento das crianças, que produziram variados tipos de exposições, possibilitando não só a aprendizagem de conceitos relacionados ao papel dos museus e das exposições, mas também o trabalho com as memórias, vivências e experiências que as crianças já haviam tido em diferentes espaços museais antes da pandemia.

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“…How do we define play in the digital world? Elementary schools are now supplying students with original $100 Sony PlayStations, including joysticks and educational CDs of free video games that "sneak" in lessons in a way those street-smart kids can appreciate [12]. Professor Gordon Berry (UCLA) says that the new PlayStation Program is part of a national trend---instead of competing with TV and video games for the attention of their students; schools are using them to capture it.…”

Section: Introductionmentioning

confidence: 99%

Non-Stop Mega-Fun Learning

Selman

Selman³

et al. 2004

TLC

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Learning how to learn can be reinforced in many ways. But learning without play or fun is difficult---grim and boring. Classical Pedagogy with its “serious” student-teacher-admin-istrative rituals may be the major failing of our educational system. Unorthodox ways currently used in colleges to augment persuasion and articulation ability of business school students is to use “stand-up” comedy (University of Chicago), song- writing, storytelling and bare improvisation (Vanderbilt University-Owens Management); and for a Shakespearean motivational spin, relative to other management skills at the corporate executive level (Northrup-Grumman). Another novel learning way is by continual repetition through audio-visual media, where information is presented in a risk-/stress-free environment. Suggestion, Auto-suggestion. and Suggestology have been used for years in Europe; for example, at Moscow University three years of studying French are compressed into less than one year by total immersion of students into a close network of students-parents-teachers-environment-activities---where, for example, only French is spoken. Other approaches are to have abstract ideas in the sciences translated into physical learning devices such as toys or robots: repetition with/without background music—operas or Mozart --, using the olfactory stimulation of aromatherapy, “pigging out” on pizzas before, or during, the learning session, or encouraging the ingestion of chocolate “stuff” to enhance retention.

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Teaching Fundamental Aspects of Science Toys

Cited by 8 publications

References 31 publications

Flowcuits: Crafting Tangible and Interactive Electrical Components with Liquid Metal Circuits

Flowcuits: Crafting Tangible and Interactive Electrical Components with Liquid Metal Circuits

Crianças, Escola E Museus Se Encontram Pela Tela Do Computador Na Pandemia Da Covid-19

Non-Stop Mega-Fun Learning

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