On the basis of self-developed 3D design software, the course combines painting and handcraft to teach students how to design and make cartoon toys. īased on the concept of maker education, we developed a curriculum system of 3D cartoon toy design ( Appendix A) and applied it in the practice courses of kindergartens and primary schools. At the same time, maker education plays an important role in improving social and environmental sustainability. Maker education transforms classroom activities from teacher-centered and didactic presentations to more interactive learner-centered, instruction emphasis transforms from fact memorization to the skills of problem solving and analysis, progress is evaluated by quality rather than quantity of output and criterion-referenced, and computers are used less for drill and practice activities and more for communication. However, maker education argues that a constructionist learning approach, where students learn by doing instead of by listening, is advantageous because it leads to more motivated students and a deeper understanding of the subject at hand. In a traditional classroom, it is common for the teacher to talk and the student to listen. A surging number of educators have been advocating the importance of maker education that incorporates information technologies. Nowadays, students are growing up with digital devices and innovative technologies that influence their way of learning as well as their daily lives. (4) Additionally, teachers were successful at promoting a collaborative and communicative environment. (3) The course was most successful in developing students’ collaborative ability and content creation. (2) All students were highly successful at mastering foundational modeling concepts, but the junior students were less successful at mastering abstract modeling concepts. Results show that (1) the initial attitudes of junior students towards learning 3D cartoon toy design were mainly influenced by their interests, whereas senior students paid more attention to turning their ideas into reality with the help of technical tools. A learning assessment of participating students was conducted upon completion of the course. This 3D cartoon toy design course was preliminarily implemented in one kindergarten and two primary schools in Hangzhou, an eastern city in mainland China. The former was developed according to students’ cognitive characteristics and hands-on operation habits, and the toy design courses include activities such as hand-painting, computer modeling, pattern design, handcraft, and creative display. ![]() It consists of a 3D modeling software and a series of 3D cartoon toy design courses. This paper presents our efforts to create a 3D cartoon toy design curriculum system that offers a playful and collaborative way to engage students with creation-based learning. ![]() With the rapid development of education and information technology, there has been an increasing focus on maker education, which emphasizes cultivating students’ creative thinking and problem-solving ability.
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