On My Mind: The Conceptual Chicken and the Procedural Egg

2010 ◽  
Vol 16 (4) ◽  
pp. 196-198
Author(s):  
Sally K. Roberts
Keyword(s):  
Learning Theory ◽  
Learning Experiences ◽  
Child Psychology ◽  
Symbol Manipulation ◽  
Abstract Representations ◽  
Hands On ◽  
Hands On Learning ◽  
Psychology Courses

One lesson we learned early on in child psychology courses is that learning progresses from the concrete to the semiconcrete, or representational, and finally to the abstract or symbolic level. At first glance, this seems to be not only logical but also a given fact of life. This vision of learning is a linear progression. When applied to mathematics, this learning theory leads to the assumption that the use of manipulatives and hands-on learning experiences should precede procedural symbol manipulation. It also leads to the belief that using manipulatives can ensure understanding of more abstract representations.

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

scholarly journals Development of Team-Based Hands-On Learning Experiences

2020 ◽  
Author(s):  
Aldo Ferri ◽  
James Craig ◽  
Bonnie Ferri ◽  
Meltem Alemdar ◽  
Benjamin Klein
Keyword(s):  
Learning Experiences ◽  
Hands On ◽  
Hands On Learning

scholarly journals Educational Robotics Theories and Practice

Robotics ◽  
2013 ◽  
pp. 193-223 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics, from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Chemistry-kit as an Intervention Tool in Emergency Education in Secondary Schools

2021 ◽  
Vol 8 (1) ◽  
pp. 72-80
Author(s):  
Karuna Samuel Finch
Keyword(s):  
Secondary Education ◽  
Formal Education ◽  
Learning Experiences ◽  
Cost Effective ◽  
Virtual Schools ◽  
Emergency Education ◽  
Natural Catastrophes ◽  
Hands On ◽  
Hands On Learning ◽  
The Subject

This paper presents a Chemistry-kit as an intervention tool to grant spaces for, hands-on learning in Chemistry, in formal Emergency Education (EE) programs. Emergencies may arise due to either civil unrests or natural catastrophes. More literature is dedicated towards the former than the latter (Burde et al., 2017). This paper aims to contribute towards filling the gap. The COVID-19 pandemic is the most recent emergency of the latter kind to promulgate a colossal impact on the formal education of children (WHO, 2020). Organisations such as UNHCR and UNESCO have been continuously working towards this endeavour of formalising secondary education (cite). EE programs lack extravagant school infrastructure, chemistry labs being a section of it. This paper argues that an analogue Chemistry-Kit is a practicable route to valuable learning experiences and is both cost-effective and student-friendly. Even in the presence of virtual schools, the kit can afford a medium to impart hands-on learning and encourage the practical essence of the subject.

Educational Robotics Theories and Practice

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics – from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Hands-on Learning in the Medical Education Curriculum for Middle Grade Students

2010 ◽  
Vol 30 (1) ◽  
pp. 96-102 ◽  
Author(s):  
Kazuhiro FUJIMOTO ◽  
Atsushi KUROSAWA ◽  
Akihiro SUZUKI ◽  
Satoshi FUJITA ◽  
Hiroshi IWASAKI
Keyword(s):  
Medical Education ◽  
Middle Grade ◽  
Education Curriculum ◽  
Hands On ◽  
Hands On Learning ◽  
Middle Grade Students ◽  
Medical Education Curriculum
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