Children's Negotiations of Visualization Skills during a Design-Based Learning Experience Using Nondigital and Digital Techniques

Autor/in	Smith, Shaunna
Titel	Children's Negotiations of Visualization Skills during a Design-Based Learning Experience Using Nondigital and Digital Techniques
Quelle	In: Interdisciplinary Journal of Problem-based Learning, 12 (2018) 2, Artikel 4 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-5015
Schlagwörter	Elementary School Students; Visualization; Spatial Ability; Visual Literacy; Visual Learning; Design; Learning Experience; Student Developed Materials; Shared Resources and Services; Summer Science Programs; Summer Programs; Computer Peripherals; Printing; Content Analysis; Observation; Protocol Analysis; Reflection; Imagination; Freehand Drawing; Thinking Skills; Writing (Composition); Creative Writing; Transformative Learning; Case Studies; Scaffolding (Teaching Technique); Qualitative Research; Ethnography; Participant Observation + Suchen Sie Ihr Suchwort? Visualisation; Visualisierung; Räumliches Vorstellungsvermögen; Literacy; Visualization; Schreib- und Lesekompetenz; Visual education; Visuelles Lernen; Lernerfahrung; Gemeinwirtschaft; Sommerkurs; Buchdruck; Drucken; Inhaltsanalyse; Beobachtung; Drawing; Zeichnen; Denkfähigkeit; Schreibübung; Kreatives Schreiben; Pädagogische Transformation; Case study; Fallstudie; Case Study; Qualitative Forschung; Ethnografie; Teilnehmende Beobachtung
Abstract	In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants included 20 children aged 6-12. This research was guided by Vossoughi, Hooper, and Escudé's (2016) call for explicit attention to pedagogical practices during the integration of "making" activities. Content analysis was used to analyze qualitative data, including observation, researcher/facilitator field notes, think aloud protocols, daily reflective exit tickets, and participant artifacts. Findings highlight the ways in which participants negotiated visualization skills through (a) imagining, drawing, and seeing through creating 2-D sketches, (b) reasoning and relating through writing stories, (c) transforming through 3-D extrusion, (d) observing and noticing through 3-D sculpting and 3-D scanning, and (e) manipulating through digital 3-D modeling, mental rotation, and mental transformation. Implications for formal K-12 educational contexts and teacher preparation programs are discussed. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01