A Study of the Value of Gestural Activities and Linguistic Devices Peculiar to Finger Plays with Suggested Procedures for Extended Uses

The purposes of this study were (1) to disclose the predisposing inclinations of the child for finger play activity, (2) to consider the characteristics of finger play with relation to the child\u27s growth and development and to determine their value as a technique for furthering the education of the child, and (3) to provide the interested teacher or parent with finger play material readily accessible and extensive enough for selective purposes

Visual literacy for the 1990\u27s

Visual aesthetics -- Whole-brain thinking -- Pictorial imaging -- Art and science, mathematics, social studies, and language arts

Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four

The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students\u27 level of awareness of and appreciation for the outdoors

Time Tunnel of Art: An Art Curriculum Guide for the Teaching of Art History/Art Appreciation with Related Art Activities

The main purpose in the formation of this curriculum guide for the teaching of art in the elementary school is to offer the elementary teachers of Longview School District additional teaching ideas, suggestions and activities for the art program. The intention, too, is to interweave the art activity itself with historical development and origins of art along with the concept of the basic art elements. In presenting this guide, the writer hopes to foster opportunities for increasing aesthetic awareness among teachers and students as art relates to our environment

"What's (the) Matter?", A Show on Elementary Particle Physics with 28 Demonstration Experiments

We present the screenplay of a physics show on particle physics, by the Physikshow of Bonn University. The show is addressed at non-physicists aged 14+ and communicates basic concepts of elementary particle physics including the discovery of the Higgs boson in an entertaining fashion. It is also demonstrates a successful outreach activity heavily relying on the university physics students. This paper is addressed at anybody interested in particle physics and/or show physics. This paper is also addressed at fellow physicists working in outreach, maybe the experiments and our choice of simple explanations will be helpful. Furthermore, we are very interested in related activities elsewhere, in particular also demonstration experiments relevant to particle physics, as often little of this work is published. Our show involves 28 live demonstration experiments. These are presented in an extensive appendix, including photos and technical details. The show is set up as a quest, where 2 students from Bonn with the aid of a caretaker travel back in time to understand the fundamental nature of matter. They visit Rutherford and Geiger in Manchester around 1911, who recount their famous experiment on the nucleus and show how particle detectors work. They travel forward in time to meet Lawrence at Berkeley around 1950, teaching them about the how and why of accelerators. Next, they visit Wu at DESY, Hamburg, around 1980, who explains the strong force. They end up in the LHC tunnel at CERN, Geneva, Switzerland in 2012. Two experimentalists tell them about colliders and our heroes watch live as the Higgs boson is produced and decays. The show was presented in English at Oxford University and University College London, as well as Padua University and ICTP Trieste. It was 1st performed in German at the Deutsche Museum, Bonn (5/'14). The show has eleven speaking parts and involves in total 20 people.Comment: 113 pages, 88 figures. An up to date version of the paper with high resolution pictures can be found at http://www.th.physik.uni-bonn.de/People/dreiner/Downloads/. In v2 the acknowledgements and a citation are correcte

Partnerships Implementing Engineering Education: 2nd and 3rd Grade Lessons

Sponsored by the NSF, the Partnerships Implementing Engineering Education project was a collaborative effort between Worcester Public School teachers and Worcester Polytechnic Institute students to develop and deliver engineering and technology lesson plans that were accessible to teachers and ensured the sustainability of the Massachusetts science, technology, and engineering curriculum. We created and tested a comprehensive engineering curriculum for the second and third grade classrooms at Midland Street and Flagg Street elementary schools that supplemented the existing science curriculum

Design as systems of knowledge

This research focuses on the act of making, based on, and conducted through, parts of my design praxis. In this I have been interested primarily in two, interrelated aspects: the designer as an anthropologist—design as the knowledge of societies; and the designer as a craftsman—design as the knowledge of how to put things together. I understand both of these activities as instances—makings—where statements are produced and transmitted. My research has been directed towards: • What statements are involved in the act of making? • How and why are these statements produced? • How and by what are these statements transmitted and maintained? • How and why do these statements bring together objects, languages, and bodies as well as activities, phenomena, and ultimately societies? As a practical underlay for the research, I have created and framed eight different design laboratories—here presented as individual works. These laboratories are instances (in my existing portfolio) where I have framed, found and/or unearthed structures of statements; as well as new instances where I have created and transmitted statements. Common to all the design laboratories is the element of full-scale exploration in which research has been done through the very act of making, rather than through merely representing or observing makings. This research has been conducted from two ends, sometimes carelessly called, practical and theoretical. Subsequently, I have created this document as two separated but interconnected publications; similar to how the different sides of this research are seen to complement and reflect each other, the two documents seek to create an inseparable whole. They are cross-referential: in a reading of one of the documents it is the intention that the contra part serves as a reference

Making Sense: Reflections on Developing a Social Studies Curriculum for Five- and Six-year-olds

This paper is a reflection on the writing of a social studies curriculum for five and six-year-olds-a study of a neighborhood construction site. It examines the way in which one teacher\u27s commitment to offering children meaningful content evolved into the formulation of her educational philosophy, as influenced by such progressive educators as John Dewey, Lucy Sprague Mitchell, and Caroline Pratt. Part One of the thesis is divided into three major sections. The first consists of a developmental overview of five- and six-year-olds. The second describes the connections between understandings of basic child development, understandings of a particular group of children, and the selection of a subject for study. It also outlines the rich scope of knowledge that a construction site holds out for exploration and offers a perspective on how kindergartners absorb and process that knowledge. The third section examines the relationship between methodology-specific acts of teaching curriculum-and educational philosophy. It details one teacher\u27s philosophy of education as a rationale that supports her development of curriculum. Part Two of the thesis provides the complete curriculum guide for the study of a neighborhood construction site. Part One, a framework for developing curriculum, and Part Two, the curriculum guide, are designed as discrete yet related documents. Throughout, this thesis considers how teaching and learning can be relevant to the grown-ups and children working together in school every day