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Articles 1 - 2 of 2
Full-Text Articles in Education
Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun
Implications Of 3-D Printing For Teaching Geoscience Concepts To Students With Visual Impairments, Karen E. Koehler, Tiffany A. Wild, Sean Tikkun
Journal of Science Education for Students with Disabilities
This article presents the results of a study on the use of 3-D printed models in a science classroom for students with visual impairments and examines whether the use of these models impacts student conceptual understanding and misconceptions related to geosciences concepts, specifically plate tectonics.
Data were collected one week prior to instruction, one week after instruction and throughout the 3-week instructional period. Results showed that students with visual impairments held many of the same misconceptions about plate tectonics as students who are typically sighted. All students in this study had fewer misconceptions after the instructional period than they held …
Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith
Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith
Interdisciplinary Journal of Problem-Based Learning
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. …