When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students’ i-STEAM learning in kindergartens. Keywords: early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM

Two experiments investigated the effects of age and experience on length perception. A total of 46 participants were asked to wield and estimate the length of unseen rods by adjusting a movable board to equal their estimate of the reachable distance of the rod. The results demonstrated that (a) participants used the haptic subsystem of dynamic touch to perceive dissimilarities in object length and (b) experience playing racquet sports was more influential than the effect of age in perceptual judgments regarding object length. The results are discussed in the context of the ecological approach to haptic perception.

No abstract

No abstract

No abstract

No abstract

No abstract

No abstract