Learning as Making: Using 3D Computer-Aided Design to Enhance the Learning of Shape and Space in STEM-Integrated Ways

Autor/inn/en	Ng, Oi-Lam; Chan, To
Titel	Learning as Making: Using 3D Computer-Aided Design to Enhance the Learning of Shape and Space in STEM-Integrated Ways
Quelle	In: British Journal of Educational Technology, 50 (2019) 1, S.294-308 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Oi-Lam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12643
Schlagwörter	STEM Education; Teaching Methods; Video Technology; Teacher Attitudes; Design; Learning Processes; Mathematics Instruction; Creativity; Information Technology; Elementary School Students; Secondary School Students; Computer Software; Computer Assisted Instruction; Spatial Ability; Skill Development; Learning Activities; Learning Experience + Suchen Sie Ihr Suchwort? STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Learning process; Lernprozess; Mathematics lessons; Mathematikunterricht; Kreativität; Informationstechnologie; Sekundarschüler; Computer based training; Computerunterstützter Unterricht; Räumliches Vorstellungsvermögen; Kompetenzentwicklung; Qualifikationsentwicklung; Lernaktivität; Lernerfahrung
Abstract	The recent and popular "Maker" movement worldwide has revived conversations about creativity, hands-on "Making," arts and design, humans with tools and digital experiences beyond the flat-screen. However, such conversation mainly revolved outside the realm of formal education. This article presents two learning tasks, one in upper primary (age 10-11) and one in lower secondary (age 12-13), which integrate "Making" and 3D computer-aided design (CAD), thereby facilitating Science, Technology, Engineering, and Mathematics (STEM) learning in mathematics classrooms. By adopting a design-based research methodology, we examine students' mathematics learning with respect to dissecting and forming 2D shapes and volume of composite solids with the use of 3D CAD and the kinds of integrated STEM learning practices they demonstrated in the activities. Qualitative data were collected in the form of videos of the students' communication and screenshots of their initial and final designs as they engaged with the 3D CAD environment, as well as students' written reflections and teachers' lesson analysis. Results showed that the students used 3D CAD to develop spatial skills and to achieve mathematics learning far beyond using formulae and performing procedures. The learning activities also enabled an integrated STEM learning experience in productive and unobtrusive ways. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01