a. The child’s first goal in her original task of creating a machine to make spaghetti is to put a pole in the hole of one box and put the other side of the pole into the hole of another box, so they are connected. She observes that the pole will not go through the hole in the box. She then takes off the ribbed cylinders on each side pole, and slides the boxes with holes in them back down the poles. Her goal is still trying to place a pole in the side hole of one cube to connect it to the cube parallel of it. She observes that the pole will still not go through the holes of the cube. She then takes out the side poles and accomplishes her goal of putting a pole in between the two cubes to connect them. Once she realizes she found out how to
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The child shows multiple thinking strategies such as questioning, visualizing, inferring, and synthesizing. The child is drawing on past experiences and past visuals of what a spaghetti or pasta machine will look like. She visualizes how she wants her original machine to look. She has inferred that she needs rounded poles and cylinders because that is what would turn in circles and create spaghetti. The child begins to question when her first obstacle comes that the pole does not go all the way through the hole in the cube. She questions why, and synthesizes changes that she visualizes and infers will work with still keeping her plan for her machine in …show more content…
The child’s first interaction with adding the poles to her machine, it is not as she expects. Her first theory is that there is a hole in the cube so the stick will go through without a problem. The first pole she tries to stick through does not work. She has a theory that the stick she first chose was wrong, so she finds a different one that will work. Once again, the stick does not go all the way through the hole in the cube. Finally, she realizes that there is something blocking the other stick from fitting all the way through the hole. She changes the design of her machine to fit her personal theory that if there are no ribbed cylinders on the side sticks, the stick will go through the holes of each cube. She tries one more time to fit the stick into the hole. Again, the stick does not go all the way through so she takes out the side sticks from the cubes. Her new personal theory is that the sticks will go all the way through the cubes because there is nothing blocking them inside the cube. Next, she takes the ribbed cylinders and puts them in the middle of the stick to create her three levels like her original design. When her third level falls off, a personal theory of her machine not being able to work any way she builds it starts to peek through. Her next personal theory is that if she slowly adds the third level, it will stay versus if she puts it on very quickly. Finally, she understands the theory that the ribbed cylinders roll and will roll on each other.
The child shows multiple thinking strategies such as questioning, visualizing, inferring, and synthesizing. The child is drawing on past experiences and past visuals of what a spaghetti or pasta machine will look like. She visualizes how she wants her original machine to look. She has inferred that she needs rounded poles and cylinders because that is what would turn in circles and create spaghetti. The child begins to question when her first obstacle comes that the pole does not go all the way through the hole in the cube. She questions why, and synthesizes changes that she visualizes and infers will work with still keeping her plan for her machine in …show more content…
The child’s first interaction with adding the poles to her machine, it is not as she expects. Her first theory is that there is a hole in the cube so the stick will go through without a problem. The first pole she tries to stick through does not work. She has a theory that the stick she first chose was wrong, so she finds a different one that will work. Once again, the stick does not go all the way through the hole in the cube. Finally, she realizes that there is something blocking the other stick from fitting all the way through the hole. She changes the design of her machine to fit her personal theory that if there are no ribbed cylinders on the side sticks, the stick will go through the holes of each cube. She tries one more time to fit the stick into the hole. Again, the stick does not go all the way through so she takes out the side sticks from the cubes. Her new personal theory is that the sticks will go all the way through the cubes because there is nothing blocking them inside the cube. Next, she takes the ribbed cylinders and puts them in the middle of the stick to create her three levels like her original design. When her third level falls off, a personal theory of her machine not being able to work any way she builds it starts to peek through. Her next personal theory is that if she slowly adds the third level, it will stay versus if she puts it on very quickly. Finally, she understands the theory that the ribbed cylinders roll and will roll on each other.