走向课程创造者5-8 K。使用3D打印开发几何能力的原则和应用

IF 0.4 Q4 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Qwerty Pub Date : 2019-07-06 DOI:10.30557/QW000013

G. Mangione, Maeca Garzia, A. Esposito

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引用次数: 0

摘要

本文在意大利学校当前课程的背景下，考虑了创客教育的教育研究和教学概念。特别是，它借鉴了INDIRE在使用3D打印机进行教学方面的研究，以及一项正在进行的试点研究的初步结果，该研究旨在增进对创客教学法与空间几何和视觉技能之间潜在联系的理解。报告的试点项目采用了一种由学校教师参与的共同设计模式，这种模式促进了对评估能力采取更具反思性的措施。所讨论的试点为目前的3D打印机研究提供了宝贵的支持，并将扩展到其他希望追求目前国家幼儿园和小学早期课程中很少考虑的技能和学习目标的学校。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Verso un curricolo Maker 5-8 K. Principi e applicazioni per lo sviluppo della competenza geometrica tramite 3D printing1

This paper considers educational research and pedagogical conceptualizations of maker education in the context of the current curriculum in Italian schools. In particular, it draws on the research that INDIRE promotes on teaching using 3D printers and preliminary findings from an ongoing pilot study, which aims to increase understanding of the potential associations between maker pedagogy and spatial geometric and visual skills. The pilot reported follows a model of co-design involving the teachers of the school, which has facilitated the use of more reflective measures of competence to be assessed. The pilot discussed provides valuable support for the current research on 3D printers and will be extended to other schools wishing to pursue skills and learning objectives little considered by the current national curriculum at nursery and early primary level.

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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.