A Study on the Thinking Process of Formative Activities in Playing with Science, Utilizing Physical Programming Educational Materials for Infants

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  • 幼児のフィジカル・プログラミング教材を活用した科学遊びにおける造形活動の思考過程についての一考察
  • 幼児のフィジカル・プログラミング教材を活用した科学遊びにおける造形活動の思考過程についての一考察 : 5歳児実践事例「ロボット・タウンで冒険だ」の分析を通して
  • ヨウジ ノ フィジカル ・ プログラミング キョウザイ オ カツヨウ シタ カガク アソビ ニ オケル ゾウケイ カツドウ ノ シコウ カテイ ニ ツイテ ノ イチ コウサツ : 5サイジ ジッセン ジレイ 「 ロボット ・ タウン デ ボウケン ダ 」 ノ ブンセキ オ トオシテ
  • —Through the Analysis of the Activity “Let’s Go Adventure at Robots-town” in a Five -Year-Old Class—
  • ―5歳児実践事例「ロボット・タウンで冒険だ」の分析を通して―

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<p>This study seeks to analyze the inspiration process done through trial and error included in formative activities in playing with science, utilizing physical programming educational materials for infants from the point of view of “Tinkering = fidget with”. And I wish to consider how the thinking process of infant’s formative activities will not be influenced by conventional programming thinking. Data for this study of the process of the formative activities, which capture the mazes of my own making by operating a robot from the point of view of the “Sense-making theory” by Karl E. Weick related to “Tinkering” was analyzed. Through the data, I tried to consider the relevance between the formative activities and the “Programming thinking process” in the guidance of elementary school programming education presented by the Ministry of Education, Culture, Sports, Science and Technology. Then, it was possible to find the “Neo-programming thinking process” that is creative but starts with intuition and is not bound by order or framework and creative from infant’s formative activities modeling activities in playing with science. In addition, through this study, I was able to reflect on how teachers are bring out “Neo programming thinking”.</p>

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