{"title":"Processi cognitivi e stampante 3D alla scuola dell’infanzia: stimolare lo sviluppo cognitivo per potenziare l’apprendimento","authors":"S. Mori, Jessica Newint","doi":"10.30557/QW000009","DOIUrl":null,"url":null,"abstract":"The kindergarten has a central role in the development of cognitive functions that are foundational to more complex skills. The present work aims to investigate the cognitive processes involved in using 3D printers in pre-primary school through the administration of standardized tests. The goal is to understand if 3D printing can contribute to pupils’ cognitive development by deploying learning strategies based on cognitive activation. \nThe WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools located in the geographical north, center and south of Italy respectively. \nIn each school, an experimental group (in which students used a 3D \nprinter) and comparison group (no use of 3D printer) was tested. Two \nbaseline sessions were held initially, followed by a first post-test after a period of six months. This article describes the test outcomes regarding the scoring of the general IQ, performance, verbal and data processing skills.","PeriodicalId":41384,"journal":{"name":"Qwerty","volume":"19 1","pages":""},"PeriodicalIF":0.4000,"publicationDate":"2019-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Qwerty","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30557/QW000009","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS","Score":null,"Total":0}
引用次数: 0
Abstract
The kindergarten has a central role in the development of cognitive functions that are foundational to more complex skills. The present work aims to investigate the cognitive processes involved in using 3D printers in pre-primary school through the administration of standardized tests. The goal is to understand if 3D printing can contribute to pupils’ cognitive development by deploying learning strategies based on cognitive activation.
The WPPSI-III (Wechsler Preschool and Primary Scale of Intelligence) was administered to 61 pupils (24 females, 37 males) from three pre-primary schools located in the geographical north, center and south of Italy respectively.
In each school, an experimental group (in which students used a 3D
printer) and comparison group (no use of 3D printer) was tested. Two
baseline sessions were held initially, followed by a first post-test after a period of six months. This article describes the test outcomes regarding the scoring of the general IQ, performance, verbal and data processing skills.
期刊介绍：
Qwerty is the commonly accepted name for the computer keyboard, comprising the first six letters of its top row. When typewriters were first introduced, the keys were arranged in alphabetical order. However this order meant that people typed too quickly such that the keys soon became entangled. To counter this, the keys were displayed in random order and typing speeds accordingly slowed down. In later years, despite the fact that the problem of speed had been completely overcome, the keyboard retained its random order. In our view, this represents an excellent metaphor for the entanglement of culture and technological tools. In actual fact, we regard computer-based technologies as cultural artefacts, representing different depths in the daily work and study activity of individuals, social groups, and institutions. We believe that different models of computer use and activity within online environments mediate social interaction. As such, the relationship between culture and technological tools is becoming more and more complex and now provides an opportunity for determining new models of cognitive, psychological, and social interaction. Qwerty hopes to be a place where such issues can be discussed and developed. The journal arises from a growing awareness of the need to develop research and reflection on the impact, effects and nature of technology use and, as such, is intended to be a genuinely cross-disciplinary forum. Qwerty wishes to provide a forum for discussion on the use of new technologies aimed at anyone interested in the use of technology in such fields as education, training, social and university research, including the cultural, social, pedagogical, psychological, economic, professional, ethical and aesthetical aspects of technology use.
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