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Active Learning Through Toy Design and Development Active Learning Through Toy Design and Development 14 Arif Sirinterlikci, Linda Zane, and Aleea L. Sirinterlikci Abstract results in limited retention of knowledge by stu- This article presents an initiative that is dents (Prince, 2004). Active learning is an based on active learning pedagogy by engaging instructional methodology that engages students elementary and middle school students in the toy in the learning process to improve the results of design and development field. The case study the process (Bruner, 1961). Active learning is a presented in this article is about student learning multifaceted and directional approach where var- experiences during their participation in the ious interactions are welcomed (e.g., teacher-to- The Journal of Technology Studies TOYchallenge National Toy Design Competition. student, student-to-teacher, and student-to-stu- Students followed the product development dent) (Grabinger & Dunlap, 2000). process to design and realize toys. They started with marketing surveys and conception, and then In The Seven Principles in Action: followed through by making prototypes to realize Improving Undergraduate Education, Hatfield these designs. The experience generated an (1995) stated that active learning is not solely a engaging and fun learning environment that pro- set of learning activities, but rather it is more of moted higher level, divergent, and creative an attitude-altering approach on the part of both thought processes—an effort that is needed in students and faculty. According to the author, today’s climate of increased attention on STEM the goal is to channel the students to think about education. Collection of two years of student how and what they are learning, and thus having work is included within this study to depict both them take responsibility for their own education. the students’ work and their perceptions toward As the students take a greater role in their edu- this work. cation, self-management and self-motivation become a critical part of the learning process Active Learning through Toy Design (Glasgow, 1996; Hatfield, 1995). and Development Active Learning Through active learning, knowledge is Increased public attention is being paid to directly experienced, constructed, acted upon, the education of American students within the tested, or revised by the learner (Holzer, 1994). areas of science, technology, engineering, and Active learning’s critical components include mathematics (STEM) (Congressional Research using multiple senses and doing; problem defin- Service, 2006). Concern is particularly height- ing, generating, and solving; interacting within ened for K-12 education, since such students and outside teams; high-level thinking; and provide the foundation for rising stars in such relieving stress. Active learning involves using fields. It has been reported that, when comparing multiple senses (e.g., hearing, seeing, and feel- K-12 students with international peers, on aver- ing), interacting with other people and materials, age American students fare more poorly on and responding to or solving a problem. mathematics and science assessments the longer Students engaged in successful active learning they are in school (National Academy of tasks within team environments develop good Sciences, 2007). The stakes are high, and most communication skills, higher-level thinking Americans would agree that something must be skills, an emphasis on teamwork, a positive atti- done to energize this generation of youth—draw- tude toward the subject, and motivation to learn. ing them toward positive attitudes in relation to Such benefits result from a team’s perseverance, STEM fields. Active learning is one way to cap- whereby teams continue to tackle problems that ture the students’ attention because it involves individuals often abandon. A team that includes hands-on and collaborative methodology. fellow students also generates an environment with less pressure and fear of failure (Grabinger In traditional formal education, students typ- & Dunlap, 2000). ically learn in a didactic manner, that is, taking notes within a classroom lecture setting. Other academic sources agree with the Contemporary educational research indicates that critical importance of problem solving, but ask such a passive environment is not effective and students to be engaged in higher order thinking tasks as analysis, synthesis, and evaluation, • Doing. This refers to any learning activity in especially at higher levels of education. which the learner actually does something: 15 According to Silberman (1996), the students writing a research proposal and conducting The Journal of Technology Studies should do most of the work. They need to study the research, completing a project (e.g., ideas, solve problems, and apply what they learn. designing and developing an engineering Learning should be fast-paced, fun, supportive, structure), critiquing an argument or piece of and engaging. Hearing something, seeing it, writing, and making an oral presentation. questioning it, and discussing it with others Analyzing case studies and role-playing in allow students to learn the subject matter more simulation activities also can be employed, thoroughly. Students need to manipulate their but these indirectly engage students in the learning, figure things out by themselves, come doing process. up with examples, try out skills, and complete assignments that depend on the information they Adopting an active learning methodology either have acquired or should acquire. does not necessarily require the replacement of highly structured teaching methods or eliminate Problem-based, experiential, and inquiry- the lecture format. Kirschner, Sweller, and Clark based learning are the most often cited forms of (2006) suggested that 50 years of empirical data active learning (Kirschner, Sweller, & Clark, do not support using active learning very early 2006). Similar concepts (such as discovery learn- in the learning process. They suggest that formal ing and cooperative learning), whereby students and structured methods are needed early to work in teams on problem solving under project establish a strong basis or background within management structures, lead to self-confident any given area, and this then can be strength- students who feel accountable and become team ened by the active learning activities. members (Grabinger & Dunlap, 2000). It does not matter what the methodology or at which The following case study was used to inves- level it is applied, it should address at least one tigate the relationship between active learning or more of the following concepts: and the “TOYchallenge” National Competition. The authors questioned whether involvement in • Dialogue with Self. This concerns a learner the competition increased the student partici- thinking reflectively about a topic of interest pants’ levels of interest in and understanding of or work. Students write about what they scientific inquiry and engineering-related learn, how they learn it, and the role this processes. The next section provides background knowledge plays in their own life, and per- information on the initiative and the haps how they feel. Tools used to facilitate TOYchallenge competition. such reflective thinking may include journals and learning portfolios. TOYchallenge National Competition. In the fall of 2005, Robert Morris • Dialogue with Others. This is more than lis- University (RMU), located in suburban tening to an instructor, which is one-way Pittsburgh, PA, and its neighbor Moon Area interaction. A more active form of dialogue Elementary School Challenge (Gifted) Program occurs when teachers create small-group dis- started a unique means of collaboration. cussions on a topic. They also can involve Elementary school students from two local students in dialogue situations with practi- elementary schools were transported to RMU tioners or experts either inside or outside of every Monday at noon, to work for two hours class. Additional activities can include “pair- on their projects. These students were introduced shares,” and collaborative learning groups, to the TOYchallenge National Toy Design such as teams, student debates, and student- Competition at RMU; they were given the led review sessions. challenge to design and develop toys or games as entries to the competition. At the time, the • Observing. This occurs whenever a student burgeoning competition was sponsored by the either watches or listens to another person Sigma Xi International Science Honor Society, doing something related to the subject being Southwest Airlines, and Hasbro Toy Company, studied. This might be observing a teacher, and it was organized by Sally Ride Science. listening to musicians, or observing natural, social, or cultural phenomena. The TOYchallenge, for student teams from • Determining the definition of the 16 grades 5-8, offered them the chance to design toy/game, the category, and its objective and develop toys and games (Sally Ride • Conducting research to gather more infor- Science, n.d.). Teams were coached by an adult mation about the possible designs who was 18 or older. A team could include 3 to • Brainstorming 6 members. In order to encourage greater levels of scientific inquiry and interest in STEM • Picking a design idea from alternatives careers among young women, at least 50% of • Planning by recording in the logbook what the group members were girls. Each person you are trying to do and how you will get could belong to only one team, and each team
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