Technologies for lifelong kindergarten

Resnick, Mitchel

doi:10.1007/bf02299672

Cited by 149 publications

(97 citation statements)

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“…There is growing emphasis on creativity, stimulating children's creativity, and improving the talent of preschool children from a very early age; the relations between these branches of design education with other school disciplines for creating an ensemble are important in developing children's personalities in the last years of education (Florida, 2002;Resnick, 1998;Sawyer, 2006). Thus, children acquire an idea and begin to implement it.…”

Section: Developing the Creative Thinking Skills Of Childrenmentioning

confidence: 99%

“…During this four-year period, children progress from scribbles to representation, and from disorganised to organised representations. Drawings and modelling produced by children during these years are filled with a vitality and freshness that diminishes rapidly as they grow older (Lindström, 2011;Resnick, 1998;Rosario & Collazo, 1981;Thompson, 1995Thompson, , 2007.…”

Section: Introductionmentioning

confidence: 99%

“…Froebel filled his kindergarten with physical objects (such as blocks, beads and tiles) that children could use for building, designing and creating. These objects became known as Froebel's Gifts (Resnick, 1998). He found that interaction with the three-dimensional world was essential for meaning making.…”

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confidence: 99%

“…It focuses on children depicting objects and events idiosyncratically, by using different media and techniques, and observing and describing their product. In an age in which art and scientific curiosity are not a prominent part of the education system and are deemed less important than acquiring competencies aimed at technological development, it is crucial to provide clear answers and solutions for developing children's creativity (Resnick, 1998 For instance, a survey was conducted among the interior architecture students at the Department of Interior Arcitecture and Environmental Design, TOBB University of Economics and Technology, Ankara, Turkey. The respondents were randomly selected from among sophomore-, junior-and senior-level students.…”

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confidence: 99%

“…Historically, kindergarten has provided a good foundation for creative thinking where the first creative thinking cycle takes place. Unfortunately, after leaving kindergarten, children usually do not have the opportunity to iterate on what they learned in kindergarten and to continue to develop as creative thinkers (Resnick, 1998). Extending the kindergarten approach and providing opportunities for learners of all ages to build on their experiences enables them to refine their abilities as creative thinkers by iteration throughout their future (Göncu et al, 2009; Thomson, 2007), which according to educator descriptions, can help obtain results in common decision-making and shared planning together with educators and children.…”

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FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

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in Oslo. The conference was a cooperative event between the Design Research Society (DRS) and the International Association of Universities and Schools of Design, Art and Media (CUMULUS), and hosted by the Faculty of Technology, Art and Design at HIOA. The theme for the conference was Design Learning for Tomorrow -Design Education from Kindergarten to PhD. The conference received an overwhelming response both ahead of the conference, with 225 admitted papers, and during the conference with 280 delegates from 43 countries listening to 165 presentations and having a good time in Oslo. The last day of the conference was the 17 th of May, Norway National Day, with traditional songs and a children's parade in the centre of Oslo.We see this positive response to the conference as a growing awareness of perceiving design in a broad interdisciplinary perspective in support for a better tomorrow. For years the Design Literacy Research Group, with a base at HIOA in Oslo, has promoted the idea that sustainable design solutions should include more than 'professional' designers; they should also include the general public as 'conscious' consumers and decision makers with responsibility for quality and longevity, as opposed to a 'throw-away' society. This is also the reason why the conference focused on design education from Kindergarten to PhD. This perspective was put forward as a contrast to most design education conferences where there is either a focus on design education for professionals or general education for children and non-designers. In the call for conference papers, we argued for a longitudinal perspective on design education where the education of professional designers is seen in relation to the general education of the public. This is becoming increasingly relevant as more decisions are being made on the basis of visual representations. We regard education at many different levels as important in securing a sustainable future for the design of everyday life solutions. For that, we need qualified and reflective decision makers with a consciousness for quality of design and solutions.Why have these issues of concern been so important for Norwegian researchers within this field? The answer goes back to the 1960 National Curriculum for primary and lower secondary schools in Norway, when art and crafts were merged into one subject. Currently, this subject includes art, architecture, design and visual communication. No other Nordic-or European-country seems to have developed a model similar to this. Today, we see the benefit of this merger where design is at the core of the subject for youngsters-building upon the best from art and the best from craft to become creative problem solvers and critical consumers. Hopefully we will soon see UNESCO or other organizations with responsibility for funding research recognize that we need more research and knowledge on what impacts design education from Kindergarten to PhD have on consumer habits and sustainable development at large. We hope that such projects are not far off...

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Section: Developing the Creative Thinking Skills Of Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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FORMakademisk 8-1 2015 THE WHOLE ISSUE

Reitan¹

2015

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Presenting domain information or self‐exploration to foster hypothesis generation in simulation‐based inquiry learning

2023

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This study investigated the effects of presenting domain information (basic information about the domain) either together with or instead of offering exploratory practice (an exploratory opportunity in a simulation‐based representation of the learning domain) prior to inquiry learning for facilitating students' hypothesis generation and subsequent inquiry processes and their knowledge acquisition. Secondary school students (n = 118) completed a simulation‐based inquiry task on force and motion. They were randomly assigned to one of four conditions: the D + E condition (n = 29), in which domain information and exploratory practice were available; the D condition (n = 30), in which only domain information was available; the E condition (n = 32), in which only exploratory practice was available; or the C condition (n = 27), with no support at all. Students' knowledge was measured with a pre‐ and posttest and a test on knowledge of variables. Inquiry processes were inferred from information students entered in a Hypothesis Scratchpad and an Observation tool, and from a final summary that they had to write. Results indicated that providing students with domain information alone helps to foster their knowledge of variables before generating hypotheses and leads to knowledge acquisition. The results also showed that the opportunity to explore before experimenting does not affect students' inquiry behavior or learning performance, even when combined with providing students with domain information.

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