| Título: | Young pupils and visual-spatial ability/intelligence |
| Autores: | Newcomb, Jim; University of Wales, Newport, |
| Fecha: | 2008-05-22 |
| Publicador: | Design and Technology Education: an international journal |
| Fuente: |
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| Tipo: |
info:eu-repo/semantics/article Research Articles info:eu-repo/semantics/publishedVersion |
| Tema: |
Design & technology ; Education Visual-spatial ability/intelligence ; Relatively exceptional performance ; Orthographic projection ; Occlusion ; Visual realism ; Personal contextualisation |
| Descripción: | At Key Stage 1, the programme of study for Design and Technology in the National Curriculum in Wales, in relation to ‘Designing Skills’ (ACCAC, 2000:8), simply states that, ‘Pupils should be taught to record their ideas, e.g. using words, pictures, sketches and ICT.’ This paper provides details of a small scale study centred on the extent to which infant children, as guided learners, are able to utilise a more formalised drawing strategy (orthographic projection) as a means of generating, communicating and recording ideas, thereby supporting young children’s ability to visualise objects, or parts of an object from different perspectives, in an appropriately realistic manner. A key rationale for the study was that of identifying ‘relatively exceptional performance’, in respect of visual-spatial awareness; that is, a recognition of children who display an aptitude for depicting objects (in this case design ideas) by way of utilising appropriate graphical representations/viewpoints as a means of achieving greater ‘visual realism’. Here, realism is seen to be reflected by the children’s recognition and representation of how their product is to function: a vehicle carrying a chocolate cream egg securely, while it runs down a slope, along their classroom floor and through a finishing line (details below). The study attempts to shed some light on this issue by comparing output from what are termed ‘free’ and ‘taught/guided’ drawings. Initial results suggest that, with guidance, young children generally depict design ideas with a sharper focus on elements relevant to the desired functioning of their product, including a move away from what I have termed, ‘personal contextualisation’: the desire to include components that, whilst indicative of young children’s personal experiences, have limited practical bearing in terms of that which will eventually be manufactured. |
| Idioma: | Inglés |
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2 | 7 CRIPT 6th International Primary School Design & Technology por Benson, Clare,Barlex, David,Welch, Malcolm,O’Donnell, Erin,Chatoney, Marjolaine,Edwards-Leis, Christine,Doorbar, Anna,Dow, Wendy,Dakers, John R.,Fontoura, Antônio Martiniano,Bordenousky, Renato,Hope, Gill,Good, Keith,Keirl, Steve,Khangura, Davinder Kaur,MacGregor, Denise,Lunt, Julie,Menger, Julia,Morris, Inger,Rutland, Marion,Miles-Pearson, Sue,Treleven, Tara,Coles, Suzanne,Growney, Cathy,Lowe, Barbara,Ter-Morshuizen, Kate,Till, Wesley,Valkenier, Harry |
3 Four conferences and a seminar series por Edwards-Leis, Christine,Cook, James | 8 |
4 | 9 Living in interesting times por Norman, Eddie; Loughborough University |
5 Technology in compulsory school – Why? What? How? por Blomdahl, Eva,Rogala, Witold | 10 |