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Relevant bibliographies by topics / Play-based curriculum

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Academic literature on the topic 'Play-based curriculum'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Play-based curriculum"

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Bromley, Helen. "A play-based curriculum." 5 to 7 Educator 2009, no. 49 (January 2009): 16–17. http://dx.doi.org/10.12968/ftse.2008.8.1.31902.

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Hanline, Mary Frances. "Developing a Preschool Play-based Curriculum." International Journal of Disability, Development and Education 46, no. 3 (September 1999): 289–305. http://dx.doi.org/10.1080/103491299100515.

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Wong, Siu-man, Zhenlin Wang, and Doris Cheng. "A Play-based Curriculum: Hong Kong Children’s Perception of Play and Non-play." International Journal of Learning: Annual Review 17, no. 10 (2011): 165–80. http://dx.doi.org/10.18848/1447-9494/cgp/v17i10/47298.

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Jung, Myung-ja. "누리과정에 기초한 놀이중심 독서." Acagora Reading Research 2 (October 30, 2020): 153–71. http://dx.doi.org/10.36699/arr.2.5.

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Lee, Seongjoo, and Youngsil Sung. "Exploration the aspects of young children’s play in free play of play-based curriculum." Korean Association For Learner-Centered Curriculum And Instruction 21, no. 7 (April 15, 2021): 437–51. http://dx.doi.org/10.22251/jlcci.2021.21.7.437.

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Howard, Justine, Gareth E. Miles, and Laura Rees-Davies. "Computer use within a play-based early years curriculum." International Journal of Early Years Education 20, no. 2 (June 2012): 175–89. http://dx.doi.org/10.1080/09669760.2012.715241.

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Stagnitti, Karen, Alison Bailey, Edwina Hudspeth Stevenson, Emily Reynolds, and Evan Kidd. "An investigation into the effect of play-based instruction on the development of play skills and oral language." Journal of Early Childhood Research 14, no. 4 (July 24, 2016): 389–406. http://dx.doi.org/10.1177/1476718x15579741.

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The current study investigated the influence of a play-based curriculum on the development of pretend play skills and oral language in children attending their first year of formal schooling. In this quasi-experimental design, two groups of children were followed longitudinally across the first 6 months of their first year at school. The children in the experimental group were attending a school with a play-based curriculum; the children in the control group were attending schools following a traditional curriculum. A total of 54 children (Time 1 Mage = 5;6, range: 4;10–6;2 years) completed standardised measures of pretend play and narrative language skills upon school entry and again 6 months later. The results showed that the children in the play-based group significantly improved on all measures, whereas the children in the traditional group did not. A subset of the sample of children ( N = 28, Time 1 Mage = 5;7, range: 5;2 – 6;1) also completed additional measures of vocabulary and grammar knowledge, and a test of non-verbal IQ. The results suggested that, in addition to improving play skills and narrative language ability, the play-based curriculum also had a positive influence on the acquisition of grammar.

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Paaskesen, Rikke Berggreen. "Play-based strategies and using robot technologies across the curriculum." International Journal of Play 9, no. 2 (April 2, 2020): 230–54. http://dx.doi.org/10.1080/21594937.2020.1778272.

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Yu, Jeonghwa, and Youngsil Sung. "Exploration the Meaning of 5 Year-old Young Children’s Play in Play-based Curriculum Operation." Journal of Future Early Childhood Education 28, no. 1 (February 25, 2021): 27–52. http://dx.doi.org/10.22155/jfece.28.1.27.52.

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van Oers, Bert. "Implementing a play-based curriculum: Fostering teacher agency in primary school." Learning, Culture and Social Interaction 4 (March 2015): 19–27. http://dx.doi.org/10.1016/j.lcsi.2014.07.003.

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Dissertations / Theses on the topic "Play-based curriculum"

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Chervenak, Rachel. "Play in Kindergarten: Perspectives of a Full- and Half-Day Kindergarten Teacher." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307916817.

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Good, Sarah C. "Exploring Early Mathematics Curriculum and Instructional Strategies: A Three Article Dissertation." Ohio University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1616670781137523.

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Schumann, Brandy R. "Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4684/.

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The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance curriculum program. Qualitative data from the parents and teachers of the children demonstrated clinical significance, suggesting that school-based child-centered play therapy is more noticeably effective in reducing the aggressive behaviors of children. A control group is needed to determine conclusive results and discern possible effects of maturation.

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Holman, Robin Terrell. "The Lived Play Experiences of Kindergarten Teachers: An Interpretative Phenomenological Analysis." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2931.

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Following implementation of the No Child Left Behind Act and Common Core Standards, play experience opportunities by kindergarten students have been compromised. Prior research indicates that how teachers make sense of play is most likely reflected in educational practice. The purpose of this interpretative phenomenological analysis was to gather the lived experiences of 5 kindergarten teachers from northern New England on the nature of play through pre-reflective description and reflective interpretation. Guided by Vygotsky's social constructivist theory as the conceptual framework, the goal of this study was to describe lived play experiences of kindergarten teachers. In-depth, semi-structured interviews were used to answer the main research question about the essence of play as expressed by teachers. Interviews were transcribed, reduced, coded, and analyzed for common thematic elements and essences regarding the impact of how play manifests in curriculum planning and classroom arrangement. Three themes emerged: community building, creative learning, and engaged excitement. The findings revealed that although kindergarten teachers experienced the nature of play differently, play naturally and unequivocally seemed to promote social skills and cooperation, language and concept development, and motivated and self-directed learners. Additional findings showed an incompatibility between the lived world interpretations of kindergarten teachers and the district curriculum expectations. This study influences positive social change by opening educational discussions about kindergarten pedagogy, leading to improved classroom practice.

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Garza, Yvonne. "Effects of Culturally Responsive Child-centered Play Therapy Compared to Curriculum-based Small Group Counseling with Elementary-age Hispanic Children Experiencing Externalizing and Internalizing Behavior Problems: a Preliminary Study." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4707/.

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This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.

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Wainwright, Elizabeth N. "The interpretation and delivery of the Welsh Foundation Phase and its contribution to physical literacy." Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/576443.

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The introduction of the Foundation Phase gave a unique opportunity to study the interpretation and delivery of a play-based early childhood curriculum. This new curriculum saw the disappearance of Physical Education for pupils under the age of seven in Wales. Physical Education is acknowledged as more than the development of physical competence, being part of a process concerned with lifelong physical, intellectual, social and emotional learning accrued through a range of physical activities, in a variety of contexts (Doherty and Brennan, 2008). As such a goal of Physical Education is physical literacy, (Hardman, 2011; Talbot, 2007). In light of this, this research set out to explore the contribution of the Foundation Phase to the development of children’s physical literacy. In order to achieve this, a three-phase complementarity mixed-methods design (Greene et al., 1989) was used to generate data over two years in selected schools in Wales. The schools were found to be enacting the Foundation Phase with fidelity to the original aims of the policy makers by demonstrating the key features of play-based active learning, focused adult-led sessions, child-initiated learning, and use of the outdoors for learning. In so doing they were deemed to be successful in achieving the aim of the Foundation Phase of developing independent, motivated active learners. The Foundation Phase was also found to be supporting the development of children’s cognitive development with good levels of achievement in literacy and numeracy assessments. The playful pedagogy observed in the schools enabled the pupils to have autonomy in their learning. Pupils were motivated, active and engaged in embodied learning both indoors and outdoors. The findings indicated that the Foundation Phase was making a positive contribution to the development of children’s physical literacy.

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Rossouw, Margaret Calldo. "'n Arbeidsregtelike perspektief op die werksvervulling van die graad R–opvoeder / Margaret C. Rossouw." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4853.

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Current policy to extend early childhood education by placing grade R in public primary schools is politically, economically and educationally motivated. Quality education in grade R has definite long term economic advantages and could ensure equal educational opportunities. The educator is a key factor in this issue and her perception of her work life determines to a large extent the success of the initiative. The work fulfilment of the grade R educator is approached in this research from a labour law perspective and was conducted in the field of Education Law. The philosophic base of Education Law is found in the German educational term geborgenheit, which refers to the safety and security of all role players in education. The experience of security is regarded as a prerequisite for work fulfilment. The Constitution, education legislation, labour law, relevant case law and the common law were studied as legal determinants for work fulfilment. A qualitative enquiry into educators’ perceptions of their work life was conducted amongst participants in a specific area, which included schools from different socio–economic and cultural backgrounds. The essence of the findings is that, in spite of the existence of legislation which in principle should provide for physical and psychological security, educators still experience insecurity and therefore a lack of work fulfilment because of the ineffective implementation of law and policy. Widespread ignorance regarding the nature of quality education in grade R exists and the insistence on educator centralised teaching limits the work fulfilment of especially well–trained educators. Awareness of the advantages of a play based, whole–child approach has to be developed. This approach, as well as knowledge of legal determinants, promote work fulfilment, since both serve the best interests of the child as well as the educator.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

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Aguiton, Rhonda Lisa. "The Relationship Between Student Engagement, Recess and Instructional Strategies." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1344449012.

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Cammay, Stafford Raisley. "Play me! S A style! Utilising Gadamer to investigate the state of play in South Africa and the potential of play within the CAPS curriculum: two school-based case studies." Thesis, 2015. https://hdl.handle.net/10539/24248.

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A research report submitted to the Faculty of Humanities, Department of Dramatic Art, University of the Witwatersrand, Johannesburg, in partial fulfilment for the requirements of a Masters degree, March 2015
This research report examines the state of play in contemporary South Africa utilising Gadamer's concepts of the 'seriousness of play' and the 'relation between play, art and truth'. My investigation argues a more robust approach to Gadamer's thinking; that the investigation of play as it occurs within a particular historical moment in a specific social setting requires a more politicized understanding of the phenomena. [Abbreviated Abstract. Open document to view full version]
CK2018

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Chuang, Ya-Ping, and 莊雅萍. "Action research on social interaction of implementing life curriculum based on play teaching for elementary school students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/73168627251397552352.

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Books on the topic "Play-based curriculum"

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Empowering children: Play-based curriculum for lifelong learning. 2nd ed. Toronto: ITP Nelson, 1998.

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Shipley, Dale. Empowering children: Play-based curriculum for lifelong learning. 4th ed. Toronto: Thomson Nelson, 2008.

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Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. Scarborough, ON: Nelson Canada, 1993.

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An integrated play-based curriculum for young children. New York: Routledge, 2012.

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Shipley, Carol Dale. Empowering children: Play-based curriculum for lifelong learning. 3rd ed. Scarborough, ON: Thomson Nelson, 2002.

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Transdisciplinary play-based intervention: Guidelines for developing a meaningful curriculum for young children. Baltimore: P.H. Brookes Pub. Co., 1993.

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Development a play-based curriculum: Theory into practice in the 4-plus unit. Kettering, Northants: Jutland Press, 1995.

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Linder, Toni W. Read, play, and learn!: Storybook activities for young children. Baltimore, Md: Paul H. Brookes Publ. Co., 1999.

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1946-, Linder Toni W., ed. Read, play, and learn!: Storybook activities for young children : teacher's guide. Baltimore: Paul H. Brookes Pub., 1999.

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Madelaine, Lockwood, ed. Learning through play: A work-based approach for the early years. London: Continuum International Pub. Group, 2008.

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Book chapters on the topic "Play-based curriculum"

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Garbett, Dawn. "Curriculum in Play-Based Contexts." In Encyclopedia of Science Education, 270–73. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_215.

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Garbett, Dawn. "Curriculum in Play-Based Contexts." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_215-5.

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van Oers, Bert. "Developmental Education: Foundations of a Play-Based Curriculum." In Developmental Education for Young Children, 13–25. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4617-6_2.

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Simeon-Fayomi, Bolanle C., Valentina Guerrini, and Denise Tonelli. "Are teachers agents of change? Teacher training and the gender dimension in adult education: Italy and Nigeria in comparison." In International and Comparative Studies in Adult and Continuing Education, 149–64. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.10.

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Adult education can play a fundamental role in changing existing gender hierarchies, break-ing down gender stereotypes, and promoting gender equality. Teachers can be important agents of change, but they not only have to be aware of their behaviours, attitudes, and views, they also have to be able to understand the specific needs and interests of learners, to use gen-der-based methods, and to implement practices free of gender stereotypes. In order to do this, adequate education and training are needed, but both in Italy and Nigeria, gender issues are not part of the education and training curriculum, and much remains to be done for raising awareness of this issue.

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Saracho, Olivia N. "Early Childhood Curriculum and Educational Play." In An Integrated Play-Based Curriculum for Young Children, 69–94. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-8.

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Saracho, Olivia N. "Learning Through Play." In An Integrated Play-Based Curriculum for Young Children, 6–26. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-3.

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Saracho, Olivia N. "Language—Play Learning Experiences." In An Integrated Play-Based Curriculum for Young Children, 140–64. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-12.

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Saracho, Olivia N. "Literature—Play Learning Experiences." In An Integrated Play-Based Curriculum for Young Children, 165–90. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-13.

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Saracho, Olivia N. "Literacy—Play Learning Experiences." In An Integrated Play-Based Curriculum for Young Children, 191–217. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-14.

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Saracho, Olivia N. "Science—Play Learning Experiences." In An Integrated Play-Based Curriculum for Young Children, 218–45. Routledge, 2020. http://dx.doi.org/10.4324/9780429440991-15.

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Conference papers on the topic "Play-based curriculum"

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Batsaikhan, Javzandulam. "Play based curriculum in early childhood education in Mongolia." In Eurasian paradigm of Russia: values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-172-175.

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Tomsons, Dzintars, and Inta Znotiņa. "DEVELEPMENT OF COMPUTER-BASED EDUCATIONAL GAME ACROSS COMPUTER SCIENCE CURRICULUM." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.92.

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The current paper describes the use of game development for improvement of first year Computer Science students’ professional and social competencies. The computer-based education games play grateful platform for integration of knowledge and skills gained by students in several learning courses, i.e., programming, web-design, computer graphics and animation, introduction to software engineering, etc. The multidisciplinary character of the games provides possibilities to constitute teams with students from different study programs. Thereby the students get their first experience in cross-disciplinary communication. Key words: computer-based education, educational games, learning environment.

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Leang, Kam K., Gina Pannozzo, Qinze Zou, and Santosh Devasia. "A Collaborative Approach to Teach Modeling and Control of Smart Actuators in the Mechanical Engineering Curriculum." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41839.

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In this article, we describe a collaborative approach to develop, integrate, and assess a teaching module on smart actuators specifically designed to embed topics in nano/bio technology into the undergraduate mechanical engineering (ME) curriculum. The collaboration involves three universities, each focusing on one specific aspect of the module. The module consists of lectures and laboratory activities that cover modeling and control of smart actuators for courses such as system dynamics, controls, and mechatronics. The integration of smart actuators — such as piezoelectric, shape memory alloy (SMA), and magnetostrictive based devices — into the ME curriculum is important because these devices are the workhorse in a multitude of nano and bio technologies. Thus, these devices play a critical role in the emerging areas, analogous to the benefits of the electric motor at the macroscale. But contrast to the well established coverage of the electric motor in the ME curriculum, modeling and control of smart actuators has yet to be systematically presented in core ME courses. The contribution of this article is presenting the systematic development, integration, and assessment of a teaching module on smart actuators. We first describe the design of lecture components using the piezo actuator as an example. The lecture materials cover core concepts within the framework of dynamics and controls, such as electromechanical coupling, dynamic response, nonlinear input-output behavior, and PID feedback control technique for high-precision positioning. Afterwards, we describe the development of a hands-on laboratory experiment designed to expose students to the basics of experimental modeling of the piezo actuator. The platform is also suited for basic control applications, and an example is presented to illustrate the application of piezo actuator control for high-precision positioning. The paper concludes with a discussion on how the module will be implemented and assessed at the three participating universities.

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Shilpiekandula, Vijay, and Yun Seong Song. "A Music-Based Mechatronic System for Teaching Modeling and Control." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66817.

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Audio-based tools can enhance the learning experience in introductory modeling and control classes at the undergraduate (sophomore) level in the mechanical engineering curriculum. An example audio-based learning tool that we propose is the “FlexSynth,” a servo-actuated flexural rocker arm that sways to an electronically generated music. We have built and tested the FlexSynth as part of a project under the MIT advanced graduate subject 2.737 Mechatronics class offered in Fall 2007. The angular range of the rocking motion of the flexural arm in the FlexSynth is mapped to a set of musical notes. While the flexural rocker swayed to the generated ‘command’ music, its motion is also converted into an equivalent ‘response’ music. Two speakers are used, one to play the commanded music and the other to play the response music. The performance of control algorithms (such as proportional or proportional-integral control) can be discerned from the command and response music, and compared for better musical quality. The appeal of an electromechanical system, driven by music and controlled to see the ‘dancing’ flexural rocker, makes the overall system an interesting show-and-tell for young kids or the public at large, getting them excited about science and engineering automation. Advanced control issues such as filtering of flexural damping modes of the rocker can also be addressed with this system implementation. Advanced students in the controls area can study the design tradeoffs between robustness and speed in following the command music. While the usual debugging tools such as multimeters, oscilloscopes, and dynamic signal analyzers allow for hands-on learning about the performance of a control system, an audio-based unit such as the FlexSynth can be a valuable addition to the innovative teaching tool kit.

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Ziegel, Melina. "Preparing Teachers for the Challenges of Technology Integration." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2789.

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Technology and the corresponding constructivism are creating an educational agenda where the process of learning is valued at least as highly as the outcome. Since technology entered the classroom, learning goals have expanded from facts and knowledge by subject to intellectual curiosity and a love of learning. Students are engaging in their own meaning-making, or knowledge production, through project-based learning that reflects their interests and abilities rather than solely seeking to meet content area standards. New learning goals for students have greatly altered the role of teachers. This paper will explore some of the primary issues in teacher training and development that accompany technology integration into classrooms including: • What teachers need to learn pedagogically, technically and psychologically to incorporate technology into the curriculum; • How teachers can learn the necessary skills required for such classroom change; and, • What role teachers can and should play in the change process.

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Zhang, Andy S. J. "Teaching Computer Aided Product Design With Aesthetic Considerations." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85531.

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This paper presents a study on how to utilize the computer based 3-dimensional parametric solid modeling software to integrate aesthetics into the lectures of product design related courses of a mechanical engineering curriculum to improve teaching and learning. The study indicates that when aesthetics were properly introduced into the classrooms of product design related courses; it created an environment that stimulated students’ imagination and creativity therefore enhancing their learning experience. When teaching product design courses, instruction tends to be focused on the underlying engineering requirements related to the product. Little is taught in the classroom about the aesthetic aspects of the product. As a result, the products created from the student’s design projects are mostly functional but not necessarily visually appealing. To address this issue, in teaching design-related courses, students were told to play the roles of both designers and consumers. After learning the basics of aesthetics, students were encouraged to inject their own aesthetic evaluations, considering themselves as customers, into the design process. This allowed the students to put more attention on the human elements (aesthetics) of their design. As a result, the students’ design projects have dramatically improved in content and in forms. The advances in computer based 3D parametric modeling software has made the integration of aesthetics into the engineering design curriculum possible. Both AutoDesk’s Inventor and PTC’s Pro Engineer Wildfire software packages were used in the classrooms. With the software’s enhanced spline and surface features, students were able to try different forms or shapes to generate the desired aesthetic effects that they weren’t able to create in the past.

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Lans, Wendelien. "How to Design and How to Teach Designing." In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58371.

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Design processes have been formalized into models in several ways, for instance Findeisen and Quade (1985), Woestenek (1999). Cognitive processes that take place in a designer’s mind during a design process are related to these formal models, but are more complex. These cognitive processes can be considered as cyclic processes in which several activities play a role, such as processes of trial and error, discovering new solutions and broadening the scope of possible solutions, as well as evaluating tentative solutions and taking decisions. The process of learning how to design, in turn, is related to the cognitive design processes. A student’s learning process can be considered as based on a — whether or not deliberately composed — mix of ingredients. We can discern self experience — sometimes based on trial and error —, next to experience passed on by others (e.g. the teacher) and knowledge as a result of scientific investigations. To some extent, learning is also based on imitation behaviour. In the paper, these aspects will be worked out into (first steps to) a teaching model as a basis for developing a curriculum and for explication of adequate teacher’s tasks. Starting point is the student’s self-reliant learning process, the aim of which is to educate self-reliant designers. The paper should be considered as a first result of a more extended study that will be undertaken in the next years.

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García-Aranda, César, Agustin Molina-García, María del Carmen Morillo Balsera, Sandra Martínez-Cuevas, Encarnación Rodríguez Hurtado, Javier Pérez Rodríguez, Jorge Rodríguez-Chueca, et al. "Creativity and Innovation Skills in University STEM Education: The CHET Project Approach." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11127.

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Creativity and innovation are crucial skills to face challenges in economy, environment and social context today, especially next decade with 2030 Agenda for Sustainable Development adopted by all United Nations Member States. European Higher Education System considers STEM studies play a key role to lead the global labor market and address our economic system towards more sustainability and equality model. Innovative educational projects developed at the Universidad Politécinca de Madrid have identified lack of students skills in creativity and innovation to apply challenge based-learning and others methodologies in classrooms. Hovewer Higher Education institutions need a whole approach to include creativity in university curricula (graduate and postgraduate programs), at the same time, professors claim support to embebed innovative methodologies in their subjects. CHET Project is designed as a solid strategy aimed at developing an innovative process to modernization of Higher Education System in Europe. Step by step, the project begins by defining the learning environment, then developing creativity techniques and tools, and finally validating methodologies and processes. All this supported by free access online platform.

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Atilola, Olufunmilola, Vimal Viswanathan, and Julie Linsey. "A Study on the Representation of Examples in Learning Engineering Concepts." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71262.

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The use of examples in engineering curricula is a commonly used means to teach engineering students new concepts and ideas; these examples play an important role in teaching engineering students how to become technically competent engineers and designers. Being able to learn from examples and avoid fixation to those examples is an important task in that process. Design fixation is a major constraint in design thinking as it limits the solution space where designers search for their ideas. The experiments described in this paper aims to investigate how students fixate to different types of representations. A pilot study comparing sketched and physical representations of examples shows that students are less likely to fixate to the design specifications of examples provided in the form of physical model, this suggests that they are able to better understand the design limitations of examples presented in the form of a physical model. Based on the preliminary results from this pilot experiment, the framework for a follow-up experiment is developed. This second experiment will explore the trend observed in the pilot study further and will compare how students fixate on and derive information between sketched and computer-aided design representations.

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Young, Paul W. "Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.15.

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Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.

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Reports on the topic "Play-based curriculum"

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Groeneveld, Caspar, Elia Kibga, and Tom Kaye. Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment. EdTech Hub, July 2020. http://dx.doi.org/10.53832/edtechhub.0028.

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The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.

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