Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children
The goal of this study was to investigate whether young children’s collaborative play and learning about magnetism could be enhanced by open-ended play with an innovative type of magnetic unit blocks that teachers could use in conjunction with an explicit lesson about magnetism. This research was co...
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ftcarnmellonufig:oai:figshare.com:article/6686270 2023-05-15T17:40:03+02:00 Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children Benjamin Scott Coulson Howe 2018-06-30T13:38:43Z https://doi.org/10.1184/r1/6686270.v1 https://figshare.com/articles/Open-Ended_Play_With_Magnetic_Unit_Blocks_The_Educational_and_Collaborative_Impact_of_Modular_Mighty_Magz_on_4-6_Year-Old_Children/6686270 unknown doi:10.1184/r1/6686270.v1 https://figshare.com/articles/Open-Ended_Play_With_Magnetic_Unit_Blocks_The_Educational_and_Collaborative_Impact_of_Modular_Mighty_Magz_on_4-6_Year-Old_Children/6686270 In Copyright Psychology not elsewhere classified magnetism children modular mighty magz mega magz ANOVA north pole peripheral variables Text Thesis 2018 ftcarnmellonufig https://doi.org/10.1184/r1/6686270.v1 2019-11-18T10:41:59Z The goal of this study was to investigate whether young children’s collaborative play and learning about magnetism could be enhanced by open-ended play with an innovative type of magnetic unit blocks that teachers could use in conjunction with an explicit lesson about magnetism. This research was completed as part of a dual thesis: the BXA Capstone Project and the H&SS Honors Thesis. The BXA Capstone Project was dedicated to the design and construction of the toy: Modular Mighty Magz. The H&SS Honors Thesis was dedicated to the experimental evaluation of the educational and collaborative impact of Modular Mighty Magz. The four-year-olds and kindergarten children at the Carnegie Mellon Children’s School participated in four different assessments. Children were given a three part pre- and post-test interview that asked questions about magnets and magnetic fields, magnetic poles, and magnetic versus non-magnetic objects. Between the pre- and post-test interviews, the children’s teachers did a group lesson about magnetism during circle time and then gave the children time in groups of four to play with either Modular Mighty Magz or a common magnet toy, Mega Magz, in a separate room for 15 minutes. The play time was used to determine the collaborative impact of Modular Mighty Magz versus Mega Magz. A 2 (age [four-year-olds/kindergarten]) x 2 (toy [Modular Mighty Magz/Mega Magz]) mixed design ANOVA was conducted for all four of the dependent measures. Overall the results showed that every child improved, with kindergartners performing better than the four-year-olds, between the pre- and post-test interviews on the magnet and magnetic field questions and magnetic pole questions. This demonstrated the creation of an effective teacher lesson. There was a three-way interaction between age, toy used, and the magnetic versus non-magnetic object questions. It was determined that the four-year-olds did not improve on this test or have any benefit in which toy they used. However, the children who were given Modular ... Thesis North Pole KiltHub Research from Carnegie Mellon University North Pole |
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KiltHub Research from Carnegie Mellon University |
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Psychology not elsewhere classified magnetism children modular mighty magz mega magz ANOVA north pole peripheral variables |
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Psychology not elsewhere classified magnetism children modular mighty magz mega magz ANOVA north pole peripheral variables Benjamin Scott Coulson Howe Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
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Psychology not elsewhere classified magnetism children modular mighty magz mega magz ANOVA north pole peripheral variables |
description |
The goal of this study was to investigate whether young children’s collaborative play and learning about magnetism could be enhanced by open-ended play with an innovative type of magnetic unit blocks that teachers could use in conjunction with an explicit lesson about magnetism. This research was completed as part of a dual thesis: the BXA Capstone Project and the H&SS Honors Thesis. The BXA Capstone Project was dedicated to the design and construction of the toy: Modular Mighty Magz. The H&SS Honors Thesis was dedicated to the experimental evaluation of the educational and collaborative impact of Modular Mighty Magz. The four-year-olds and kindergarten children at the Carnegie Mellon Children’s School participated in four different assessments. Children were given a three part pre- and post-test interview that asked questions about magnets and magnetic fields, magnetic poles, and magnetic versus non-magnetic objects. Between the pre- and post-test interviews, the children’s teachers did a group lesson about magnetism during circle time and then gave the children time in groups of four to play with either Modular Mighty Magz or a common magnet toy, Mega Magz, in a separate room for 15 minutes. The play time was used to determine the collaborative impact of Modular Mighty Magz versus Mega Magz. A 2 (age [four-year-olds/kindergarten]) x 2 (toy [Modular Mighty Magz/Mega Magz]) mixed design ANOVA was conducted for all four of the dependent measures. Overall the results showed that every child improved, with kindergartners performing better than the four-year-olds, between the pre- and post-test interviews on the magnet and magnetic field questions and magnetic pole questions. This demonstrated the creation of an effective teacher lesson. There was a three-way interaction between age, toy used, and the magnetic versus non-magnetic object questions. It was determined that the four-year-olds did not improve on this test or have any benefit in which toy they used. However, the children who were given Modular ... |
format |
Thesis |
author |
Benjamin Scott Coulson Howe |
author_facet |
Benjamin Scott Coulson Howe |
author_sort |
Benjamin Scott Coulson Howe |
title |
Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
title_short |
Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
title_full |
Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
title_fullStr |
Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
title_full_unstemmed |
Open-Ended Play With Magnetic Unit Blocks: The Educational and Collaborative Impact of Modular Mighty Magz on 4-6 Year-Old Children |
title_sort |
open-ended play with magnetic unit blocks: the educational and collaborative impact of modular mighty magz on 4-6 year-old children |
publishDate |
2018 |
url |
https://doi.org/10.1184/r1/6686270.v1 https://figshare.com/articles/Open-Ended_Play_With_Magnetic_Unit_Blocks_The_Educational_and_Collaborative_Impact_of_Modular_Mighty_Magz_on_4-6_Year-Old_Children/6686270 |
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North Pole |
op_relation |
doi:10.1184/r1/6686270.v1 https://figshare.com/articles/Open-Ended_Play_With_Magnetic_Unit_Blocks_The_Educational_and_Collaborative_Impact_of_Modular_Mighty_Magz_on_4-6_Year-Old_Children/6686270 |
op_rights |
In Copyright |
op_doi |
https://doi.org/10.1184/r1/6686270.v1 |
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1766140835041116160 |