Toys in the Classroom

Sarquis, Jerry L.; Sarquis, Arlyne M.

doi:10.1021/ed082p1450

Cited by 15 publications

(14 citation statements)

References 5 publications

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“…Toys are also not limited by a certain language and are thus suitable for use across all ages and cultures (Yau and Wong 2004 ). Books have been published to show how teachers can inject fun into their lessons by teaching science through the use of toys (McCullough and McCullough 2000 ; Sills 1999 ; Sarquis et al 1995 ; Sarquis et al 1997 ; Sumners 1997 ; Taylor et al 1995 ). Examples of how elements of ‘play’ , such as the use of toys, have been incorporated in the crafting of teaching strategies through STEM-PjBL projects have been described in the literature.…”

Section: Introductionmentioning

confidence: 99%

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

Amir²,

2015

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Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers’ perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

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Section: Introductionmentioning

confidence: 99%

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

Amir²,

2015

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“…", "The mysteriously rising napkin", "Rolling uphill? ", The weighted pipe", "Put the coin in the cup", "The balloon in the bottle", "The tight funnel", "The smoke falling", "Tin cans race", "Magic levitation wand", "Galileo cannon", "Ludion", "The bell on the spoon" (Liem, 1987;Sarquis & Sarquis, 2005;Lozano & Solbes, 2014). These entertaining activities were regularly used throughout the academic year in different secondary schools and at different levels, particularly the physics and chemistry class of 4th ESO (Compulsory Secondary Education, 15-16 years old) and the technology class of 3th ESO (14-15 years old), including curriculum concepts of mechanics, electrostatics, fluids, changes of state, general properties of matter, etc.…”

Section: Methodsmentioning

confidence: 99%

Promoting Inquiry Based Learning through Entertaining Science Activities

Lozano

Solbes

2021

IJRES

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Considering students’ increasing lack of interest and motivation for science subjects, it becomes almost imperative to introduce different methodology approaches in classrooms. Besides, decontextualized science teaching, where hands on activities are not sufficiently taken into account, can make the students attitude toward science-learning even worse. Inquiry Based Learning where elements such as games, toys and short experiments are included is showed as a useful methodological proposal. This paper presents how the use of these entertaining science activities can improve students’ interest and encourage them to speak about science, acquiring better argumentation and inquiry skills when they are properly performed in a formal classroom context.

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“…De acordo com Kessel (1999, p. 65) Com a afirmação de uma corrente hegemônica no segundo pósguerra -centrada no modernismo carioca e paulista, e para a qual foi reivindicado o título de Arquitetura Moderna Brasileira, reiterado por grande parte da historiografia (XAVIER, 1987;FICHER;ACAYABA, 1982;CAVALCANTI, 2001) -as demais vertentes dessa produção permaneceram em relativa obscuridade (SARQUIS;CAMPOS NETO, 2003, p. 29).…”

Section: O Limiar Entre As Concepções Ecléticas E Modernas Na Belém Entre Os Séculos XIX E Xxunclassified

“…É relevante ressaltar que, a partir da década de 1920, iniciou-se uma acirrada discussão nos meios profissionais e culturais a respeito da orientação a ser conferida à edificação brasileira -a qual não pode ser desassociada de debates simultâneos sobre a construção do país, a formação da nacionalidade e o delineamento de uma identidade local (SARQUIS;CAMPOS NETO, 2003).…”

Section: O Limiar Entre As Concepções Ecléticas E Modernas Na Belém Entre Os Séculos XIX E Xxunclassified

Belém com fisionomia de metrópole

Miranda

Maneschy

2021

PARC Pesq. em Arquit. e Constr.

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Este estudo teve como objetivo principal a investigação da produção arquitetônica na Belém dos anos 1940, no período em que as primeiras construções modernistas surgiam em forma da verticalização da Avenida 15 de agosto e a linguagem neocolonial, inspirada do conceito de identidade nacional, despontava, ambas convivendo com as edificações ecléticas. Para isto, realizou-se esta análise à luz da produção do Arquiteto português David Ferreira de Oliveira Lopes (1911-1987), premiado profissional atuante nesta década na cidade, de forma a notar os trânsitos culturais transatlânticos expressos na Arquitetura. Foram adotados modelos para que estas arquiteturas pudessem ser compreendidas sob a perspectiva da modernização da cidade e das influências entre Portugal e Brasil. Perspectiva essa que norteava a Arquitetura não somente como o desenho do espaço, do habitar e do frequentar, mas como uma das Belas Artes, não à toa eram realizadas premiações aos melhores projetos de arquitetura da cidade, nos chamados Salões Oficiais de Belas Artes do Estado do Pará, tendo sido o próprio David Lopes homenageado com diversas destas premiações. Trazer à luz as obras e projetos deste arquiteto permite entender o longo processo em que o tradicionalismo se conjugou aos anseios de modernização na produção da metrópole da Amazônia durante o século XX.

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Toys in the Classroom

Cited by 15 publications

References 5 publications

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science

Promoting Inquiry Based Learning through Entertaining Science Activities

Belém com fisionomia de metrópole

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