Processi cognitivi e stampante 3D alla scuola dell’infanzia: stimolare lo sviluppo cognitivo per potenziare l’apprendimento

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2019-07-06 DOI:10.30557/QW000009

S. Mori, Jessica Newint

引用次数: 0

Abstract

The kindergarten has a central role in the development of cognitive functions that are foundational to more complex skills. The present work aims to investigate the cognitive processes involved in using 3D printers in pre-primary school through the administration of standardized tests. The goal is to understand if 3D printing can contribute to pupils’ cognitive development by deploying learning strategies based on cognitive activation. The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools located in the geographical north, center and south of Italy respectively. In each school, an experimental group (in which students used a 3D printer) and comparison group (no use of 3D printer) was tested. Two baseline sessions were held initially, followed by a first post-test after a period of six months. This article describes the test outcomes regarding the scoring of the general IQ, performance, verbal and data processing skills.

查看原文本刊更多论文

学前教育中的认知过程和3D打印机:促进认知发展以加强学习

幼儿园在认知功能的发展中起着核心作用，而认知功能是更复杂技能的基础。目前的工作旨在通过标准化测试的管理来调查在学前使用3D打印机所涉及的认知过程。目标是了解3D打印是否可以通过部署基于认知激活的学习策略来促进学生的认知发展。采用WPPSI-III(韦氏学前与小学智力量表)对来自意大利北部、中部和南部三所幼儿园的61名小学生(24名女生，37名男生)进行问卷调查。在每个学校，实验组(使用3D打印机的学生)和对照组(不使用3D打印机的学生)被测试。最初进行了两次基线测试，随后在六个月后进行了第一次后测试。这篇文章描述了关于一般智商、表现、语言和数据处理技能得分的测试结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Qwerty COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS-

CiteScore

2.40

自引率

15.40%

发文量

期刊介绍： Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.