Investigative Activity in Pre-Primary Technology Education--The Power Creatures Project

Autor/inn/en	Rönkkö, Marja-Leena; Yliverronen, Virpi; Kangas, Kaiju
Titel	Investigative Activity in Pre-Primary Technology Education--The Power Creatures Project
Quelle	In: Design and Technology Education, 26 (2021) 1, S.29-44 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Preschool Children; Technology Education; Preschool Education; Investigations; Learning Activities; Active Learning; Inquiry; Creative Activities; Design; Electronics; Electronic Equipment; Play; Transfer of Training; STEM Education; Art Education; Kindergarten; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Technisch-naturwissenschaftlicher Unterricht; Untersuchung; Lernaktivität; Aktives Lernen; Elektronik; Elektronisches Gerät; Spiel; Training; Transfer; Ausbildung; STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Ausland; Finnland
Abstract	The present study explored pre-primary students' investigative activity during a longitudinal, integrative technology education project: the Power Creatures project. Investigative activity refers to the way young children act in a learning context that combines inquiry-based activities with creative hands-on activities, such as designing and crafting. Nineteen pre-primary students (aged five to six years) and two teachers participated in the case study. The main data set consisted of six video-recorded small-group sessions in which the children experimented with electronics and designed and made felted creatures containing soft circuits. The data were analysed using a theory-based, deductive content analysis. The results indicate that playful, investigative activities support pre-primary students' learning of everyday technologies and that children can transfer their understanding of the technological process from one situation to another. This process requires careful pedagogical planning and scaffolding that maintains the longitudinal process and adapts to its established and evolving goals. (As Provided).
Anmerkungen	Design and Technology Association. 11 Manor Court, Banbury, OX16 5TB, UK. Tel: +44-1789-470007; Fax: +44-1789-470-007; e-mail: info@data.org.uk; Web site: https://ojs.lboro.ac.uk/DATE/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01