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Yıl 2021, Cilt 9, Sayı 2, 77 - 90, 15.06.2021
https://doi.org/10.17478/jegys.849063

Öz

Kaynakça

  • Amodia-Bidakowska, A., Laverty, C., & Ramchandani, Paul G. (2020). Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review, 57. https:// doi.org/10.1016/j.dr.2020.100924
  • Batlolona, J.R., & Souisa, H.F. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education, 9(2), 269-277. http://doi.org/10.11591/ijere. v9i2.20468
  • Bureekhampun, S., & Mungmee, T. (2020). STEAM education for preschool students: Patterns, activity designs and effects. Journal for the Education of Gifted Young Scientists, 8(3), 1201-1212. https://doi.org/10.17478/jegys.775835
  • Burns, N,. & Grove, S.K. (1993). The practice of nursing research: Conduct, critique & utilization (2nd ed.). W.B. Saunders Company.
  • Chase, C. I. (1978). Measurement for educational evaluation (2nd ed.). Addison-Wesley Publishing Company.
  • Chen, L., Yoshimatsu, N., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Shimafa, A., Ogata, H., & Yamada, M. (2019). Direction of collaborative problem solving-based STEM learning by learning analytics approach. RPTEL, 14(24). https://doi.org/10.1186/s41039-019-0119-y
  • Colliver, Y., Arguel, A., & Parrila, R. (2021) Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668
  • Colliver, Y., & Veraksa, N. (2019). The aim of the game: A pedagogical tool to support young children's learning through play. Learning, Culture and Social Interaction, 21, 296-310. https://doi.org/10.1016/j.lcsi.2019.03.001
  • Davidesco, I. (2020). Brain-to-brain synchrony in the STEM classroom. Life Sciences Education, 19(8), 1–6. https://doi.org/10.1187/cbe.19-11-0258
  • De Souza, L.N., Kowaltowski, D. C. C. K., Woolner, P., & de Carvalho Moreira, D. (2020). School design patterns supporting learning through play. International Journal of Play, 9(2). 202-229. https://doi.org/10.1080/ 21594937.2020.1757204
  • Doan, T., Castro, A., Bonawitz, E., & Denison, S. (2020). “Wow, I did it!”: Unexpected success increases preschoolers’ exploratory play on a later task. Cognitive Development, 55, https://doi.org/10.31234/osf.io/hmsd2
  • Eberle, B. (1996). Scamper on: Games for imagination development. Prufrock Press Inc.
  • English, L.D., & King, D.T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. IJ STEM Ed., 2(14). https://doi.org/10.1186/s40594-015-0027-7
  • Erbay, F., & Durmuşoğlu Saltalı, N. (2020). Do the school adaptation levels of preschoolers vary according to their relationship with their teachers?. International Journal of Evaluation and Research in Education, 9(4), 857-864. https://doi.org/10.11591/ijere.v9i4.20540
  • Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019). Identifying creative thinking skills in subject matter bio-chemistry. International Journal of Evaluation and Research in Education, 8(4), 581-589. http://doi.org/10.11591/ijere.v8i4.20257
  • Flew, T. (2005). Creative economy. In J. Hartley (Ed.). Creative industries. (pp. 344-360). Blackwell Publishing.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance inscience, engineering, and mathematics. PNAS, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
  • Gopnik, A. (2020). Childhood as a solution to explore–exploit tensions Phil. Trans. R. Soc. B37520190502. https://doi.org/10.1098/rstb.2019.0502
  • Graber, K. M., Byrne, E.M., Goodacre, E. J., Kirby, N., Kulkarni, K., O'Farrelly, C., & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health. Child: Care, Health and Development, 42(2), 143-153. https://doi.org/10.1111/cch.12832
  • Guba, E. G. (1990). The paradigm dialog. Sage Publications, Inc.
  • Guffey, E. (2014). Crafting yesterday's tomorrows: Retro-futurism, steampunk, and the problem of making in the twenty-first century. The Journal of Modern Craft, 7(3), 249-266. https://doi.org/10.2752/174967714X1411131 1182767
  • Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library & Information Science Research, 42(10), 101002. https://doi.org/10.1016/j.lisr.2020.101002
  • Hearn, G., & Bridgstock, R. (2010). Education for the creative economy: Innovation, transdisciplinarity and networks. In D. Araya, & M. A. Peters. (Eds.). Education in the creative economy. (pp. 93-115). Peter Lang Publishing.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2), 1-7. https://doi.org/10.5642/steam.20140102.15
  • Holyoak, K. J. (2016). Editorial. Psychological Review, 123(1), 1. https://doi.org/10.1037/rev0000012
  • Jirojanakul, P., & Skevington, S. (2000). Developing a quality of life measure for children aged 5-8 years. British Journal of Health Psychology, 5, 299 –321. https://doi.org/10.1348/135910700168937
  • Karunaratne, N. (2012). The globalization-deglobalization policy conundrum. Modern Economy, 03, 373-383. https:// doi.org/10.4236 / me.2012.34048
  • Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247. https://doi.org/10.1080 /02607476.2020.1724656
  • Khan, A. R., & Riskin, C. (2001). Inequality and poverty in China in the age of globalization. Oxford University Press.
  • Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Journal Kappa Delta Pi Record, 47(3), 121-123. https://doi.org/10.1080/00228958.2011.10516575
  • Ledford, J. R., Zimmerman, K. N., Severini, K. E., Gast, H. A., Osborne, K., & Harbin, E. R. (2020). Brief report: Evaluation of the noncontingent provision of fidget toys during group activities. Focus on Autism and Other Developmental Disabilities, 35(2), 101-107. https://doi.org/10.1177/1088357620902501
  • Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. IJ STEM Ed, 44(6). https://doi.org/10.1186/s40594-019-0197-9
  • Li, Y., Wang, K., Xiao, Y., Froyd, J. E., & Nite, S. B. (2020). Research and trends in STEM education: A systematic review of journal publications. IJ STEM Ed., 7(11), 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Lin, S. Y., Chien, S. Y., Hsiao, C. L., Hsia, C. H., & Chao, K. M. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44. https://doi.org/10.1016/j.elerap.2020.101011
  • Liquin, E. G., & Lombrozo, T. (2020). Explanation-seeking curiosity in childhood. Current Opinion in Behavioral Sciences, 35, 14-20. https://doi.org/10.1016/j.cobeha.2020.05.012
  • Moreno, M. A. (2016). Supporting child play. JAMA Pediatrics, 170(2). https://doi.org/10.1001/jamapediatrics. 2015.2505 National Research Council. (2012). A framework for K-12 Science education: Practices, crosscutting concept, and core ideas, Committee on New Science Education Standards. National Academy Press. https://doi.org/10.17226/13165
  • Nuri, K., & Kursat, C. (2020). Smart toys for preschool children: A design and development research. Electronic Commerce Research and Applications, 39. https://doi.org/10.1016/j.elerap.2019.100909
  • Omorog, Challiz D. (2020). IDAE framework: A guide for establishing industry-driven academic programs. International Journal of Evaluation and Research in Education, 9(2), 461-468. https://doi.org/10.11591/ijere.v9i2.20341
  • Özcan, G., Aktağ, I., & Gülözer, K. (2020). Developing the scale on discipline expectations of students: A validity and reliability study. International Journal of Evaluation and Research in Education, 9(4), 840-846. http://doi.org/ 10.11591/ijere.v9i4.20585
  • Papandreou, M., & Tsiouli, M. (2020). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms. International Journal of Early Years Education, 1-18. https://doi.org/10.1080/09669760 .2020.1742673
  • Penn, H. (2011). Policy rationales for early childhood services. International Journal of Child Care and Education Policy, 5(1), 1-16. https://doi.org/10.1007/2288-6729-5-1-1
  • Postelnicu, C., Dinu, V., & Dabija, D. C. (2015). Economic deglobalization - From hypothesis to reality. Ea M: Ekonomie a Management, 14(18), 4-14. https://doi.org/10.15240/tul/001/2015-2-001
  • Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning - inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. https://doi.org/10.1080/0300443042000302654
  • Rau, M. A. (2017). Conditions for the effectiveness of multiple visual representations in Enhancing STEM learning. Educ Psychol, 29, 717–761. https://doi.org/10.1007/s10648-016-9365-3
  • Richards, M. N., Putnick, D. L., Bradley, L. P., Lang, K. M., Little, T. D., Suwalsky, J. T. D., & Bornstein, M. H. (2020). Children’s utilization of toys is moderated by age-appropriateness, toy category, and child age. Applied Developmental Science, 14(1). https://doi.org/10.1080/10888691.2020.1760868
  • Rubin K. H., & Howe N. (1985). Toys and play behaviors: An overview. Topics in Early Childhood Special Education, 5(3), 1-9. https://doi.org/10.1177/027112148500500302
  • Runco, M. A., & Beghetto, R. A (2019). Primary and secondary creativity. Current Opinion in Behavioral Sciences, 27, 7-10. https://doi.org/10.1016/j.cobeha.2018.08.011
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Toys for children with the concept of STEM: study of the result from children’s playing activities

Yıl 2021, Cilt 9, Sayı 2, 77 - 90, 15.06.2021
https://doi.org/10.17478/jegys.849063

Öz

This research aimed to examine the result from toy invention with the concept of STEM. The testers comprised 36 people who were the parents and children aged between five to seven years old that used the service of a child development center in Buriram Municipality in Thailand. Additionally, they were selected by purposive sampling that used multiple regression analysis to show the result from the testing of the newly designed toys as the concept of STEM. The results found that the toys had a satisfaction level of the Good (mean=4.333; S.D.=0.652) with the regression equation 𝑌̂ = 0.234 + [0.741 X1] + [0.106 X2] + [0.049 X3] + [0.071 X4] to explain the changing of the level of satisfaction to be 72.73% (r²=0.7273). Research of the playing design as the concept of STEM at this time, Able to meet learning goals based on STEM concepts to an excellent level.

Kaynakça

  • Amodia-Bidakowska, A., Laverty, C., & Ramchandani, Paul G. (2020). Father-child play: A systematic review of its frequency, characteristics and potential impact on children’s development. Developmental Review, 57. https:// doi.org/10.1016/j.dr.2020.100924
  • Batlolona, J.R., & Souisa, H.F. (2020). Problem based learning: Students’ mental models on water conductivity concept. International Journal of Evaluation and Research in Education, 9(2), 269-277. http://doi.org/10.11591/ijere. v9i2.20468
  • Bureekhampun, S., & Mungmee, T. (2020). STEAM education for preschool students: Patterns, activity designs and effects. Journal for the Education of Gifted Young Scientists, 8(3), 1201-1212. https://doi.org/10.17478/jegys.775835
  • Burns, N,. & Grove, S.K. (1993). The practice of nursing research: Conduct, critique & utilization (2nd ed.). W.B. Saunders Company.
  • Chase, C. I. (1978). Measurement for educational evaluation (2nd ed.). Addison-Wesley Publishing Company.
  • Chen, L., Yoshimatsu, N., Goda, Y., Okubo, F., Taniguchi, Y., Oi, M., Konomi, S., Shimafa, A., Ogata, H., & Yamada, M. (2019). Direction of collaborative problem solving-based STEM learning by learning analytics approach. RPTEL, 14(24). https://doi.org/10.1186/s41039-019-0119-y
  • Colliver, Y., Arguel, A., & Parrila, R. (2021) Formal literacy practices through play: exposure to adult literacy practices increases child-led learning and interest. International Journal of Early Years Education, 29(1), 6-24. https://doi.org/10.1080/09669760.2020.1779668
  • Colliver, Y., & Veraksa, N. (2019). The aim of the game: A pedagogical tool to support young children's learning through play. Learning, Culture and Social Interaction, 21, 296-310. https://doi.org/10.1016/j.lcsi.2019.03.001
  • Davidesco, I. (2020). Brain-to-brain synchrony in the STEM classroom. Life Sciences Education, 19(8), 1–6. https://doi.org/10.1187/cbe.19-11-0258
  • De Souza, L.N., Kowaltowski, D. C. C. K., Woolner, P., & de Carvalho Moreira, D. (2020). School design patterns supporting learning through play. International Journal of Play, 9(2). 202-229. https://doi.org/10.1080/ 21594937.2020.1757204
  • Doan, T., Castro, A., Bonawitz, E., & Denison, S. (2020). “Wow, I did it!”: Unexpected success increases preschoolers’ exploratory play on a later task. Cognitive Development, 55, https://doi.org/10.31234/osf.io/hmsd2
  • Eberle, B. (1996). Scamper on: Games for imagination development. Prufrock Press Inc.
  • English, L.D., & King, D.T. (2015). STEM learning through engineering design: Fourth-grade students’ investigations in aerospace. IJ STEM Ed., 2(14). https://doi.org/10.1186/s40594-015-0027-7
  • Erbay, F., & Durmuşoğlu Saltalı, N. (2020). Do the school adaptation levels of preschoolers vary according to their relationship with their teachers?. International Journal of Evaluation and Research in Education, 9(4), 857-864. https://doi.org/10.11591/ijere.v9i4.20540
  • Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019). Identifying creative thinking skills in subject matter bio-chemistry. International Journal of Evaluation and Research in Education, 8(4), 581-589. http://doi.org/10.11591/ijere.v8i4.20257
  • Flew, T. (2005). Creative economy. In J. Hartley (Ed.). Creative industries. (pp. 344-360). Blackwell Publishing.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance inscience, engineering, and mathematics. PNAS, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
  • Gopnik, A. (2020). Childhood as a solution to explore–exploit tensions Phil. Trans. R. Soc. B37520190502. https://doi.org/10.1098/rstb.2019.0502
  • Graber, K. M., Byrne, E.M., Goodacre, E. J., Kirby, N., Kulkarni, K., O'Farrelly, C., & Ramchandani, P. G. (2020). A rapid review of the impact of quarantine and restricted environments on children's play and the role of play in children's health. Child: Care, Health and Development, 42(2), 143-153. https://doi.org/10.1111/cch.12832
  • Guba, E. G. (1990). The paradigm dialog. Sage Publications, Inc.
  • Guffey, E. (2014). Crafting yesterday's tomorrows: Retro-futurism, steampunk, and the problem of making in the twenty-first century. The Journal of Modern Craft, 7(3), 249-266. https://doi.org/10.2752/174967714X1411131 1182767
  • Hassinger-Das, B., Zosh, J. M., Hansen, N., Talarowski, M., Zmich, K., Golinkoff, R. M., & Hirsh-Pasek, K. (2020). Play-and-learn spaces: Leveraging library spaces to promote caregiver and child interaction. Library & Information Science Research, 42(10), 101002. https://doi.org/10.1016/j.lisr.2020.101002
  • Hearn, G., & Bridgstock, R. (2010). Education for the creative economy: Innovation, transdisciplinarity and networks. In D. Araya, & M. A. Peters. (Eds.). Education in the creative economy. (pp. 93-115). Peter Lang Publishing.
  • Henriksen, D. (2014). Full STEAM ahead: Creativity in excellent STEM teaching practices. The STEAM Journal, 1(2), 1-7. https://doi.org/10.5642/steam.20140102.15
  • Holyoak, K. J. (2016). Editorial. Psychological Review, 123(1), 1. https://doi.org/10.1037/rev0000012
  • Jirojanakul, P., & Skevington, S. (2000). Developing a quality of life measure for children aged 5-8 years. British Journal of Health Psychology, 5, 299 –321. https://doi.org/10.1348/135910700168937
  • Karunaratne, N. (2012). The globalization-deglobalization policy conundrum. Modern Economy, 03, 373-383. https:// doi.org/10.4236 / me.2012.34048
  • Keung, C. P. C., & Fung, C. K. H. (2020). Exploring kindergarten teachers’ pedagogical content knowledge in the development of play-based learning. Journal of Education for Teaching, 46(2), 244-247. https://doi.org/10.1080 /02607476.2020.1724656
  • Khan, A. R., & Riskin, C. (2001). Inequality and poverty in China in the age of globalization. Oxford University Press.
  • Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Journal Kappa Delta Pi Record, 47(3), 121-123. https://doi.org/10.1080/00228958.2011.10516575
  • Ledford, J. R., Zimmerman, K. N., Severini, K. E., Gast, H. A., Osborne, K., & Harbin, E. R. (2020). Brief report: Evaluation of the noncontingent provision of fidget toys during group activities. Focus on Autism and Other Developmental Disabilities, 35(2), 101-107. https://doi.org/10.1177/1088357620902501
  • Li, Y., & Schoenfeld, A. H. (2019). Problematizing teaching and learning mathematics as “given” in STEM education. IJ STEM Ed, 44(6). https://doi.org/10.1186/s40594-019-0197-9
  • Li, Y., Wang, K., Xiao, Y., Froyd, J. E., & Nite, S. B. (2020). Research and trends in STEM education: A systematic review of journal publications. IJ STEM Ed., 7(11), 1-16. https://doi.org/10.1186/s40594-020-00207-6
  • Lin, S. Y., Chien, S. Y., Hsiao, C. L., Hsia, C. H., & Chao, K. M. (2020). Enhancing computational thinking capability of preschool children by game-based smart toys. Electronic Commerce Research and Applications, 44. https://doi.org/10.1016/j.elerap.2020.101011
  • Liquin, E. G., & Lombrozo, T. (2020). Explanation-seeking curiosity in childhood. Current Opinion in Behavioral Sciences, 35, 14-20. https://doi.org/10.1016/j.cobeha.2020.05.012
  • Moreno, M. A. (2016). Supporting child play. JAMA Pediatrics, 170(2). https://doi.org/10.1001/jamapediatrics. 2015.2505 National Research Council. (2012). A framework for K-12 Science education: Practices, crosscutting concept, and core ideas, Committee on New Science Education Standards. National Academy Press. https://doi.org/10.17226/13165
  • Nuri, K., & Kursat, C. (2020). Smart toys for preschool children: A design and development research. Electronic Commerce Research and Applications, 39. https://doi.org/10.1016/j.elerap.2019.100909
  • Omorog, Challiz D. (2020). IDAE framework: A guide for establishing industry-driven academic programs. International Journal of Evaluation and Research in Education, 9(2), 461-468. https://doi.org/10.11591/ijere.v9i2.20341
  • Özcan, G., Aktağ, I., & Gülözer, K. (2020). Developing the scale on discipline expectations of students: A validity and reliability study. International Journal of Evaluation and Research in Education, 9(4), 840-846. http://doi.org/ 10.11591/ijere.v9i4.20585
  • Papandreou, M., & Tsiouli, M. (2020). Noticing and understanding children’s everyday mathematics during play in early childhood classrooms. International Journal of Early Years Education, 1-18. https://doi.org/10.1080/09669760 .2020.1742673
  • Penn, H. (2011). Policy rationales for early childhood services. International Journal of Child Care and Education Policy, 5(1), 1-16. https://doi.org/10.1007/2288-6729-5-1-1
  • Postelnicu, C., Dinu, V., & Dabija, D. C. (2015). Economic deglobalization - From hypothesis to reality. Ea M: Ekonomie a Management, 14(18), 4-14. https://doi.org/10.15240/tul/001/2015-2-001
  • Pramling Samuelsson, I., & Johansson, E. (2006). Play and learning - inseparable dimensions in preschool practice. Early Child Development and Care, 176(1), 47-65. https://doi.org/10.1080/0300443042000302654
  • Rau, M. A. (2017). Conditions for the effectiveness of multiple visual representations in Enhancing STEM learning. Educ Psychol, 29, 717–761. https://doi.org/10.1007/s10648-016-9365-3
  • Richards, M. N., Putnick, D. L., Bradley, L. P., Lang, K. M., Little, T. D., Suwalsky, J. T. D., & Bornstein, M. H. (2020). Children’s utilization of toys is moderated by age-appropriateness, toy category, and child age. Applied Developmental Science, 14(1). https://doi.org/10.1080/10888691.2020.1760868
  • Rubin K. H., & Howe N. (1985). Toys and play behaviors: An overview. Topics in Early Childhood Special Education, 5(3), 1-9. https://doi.org/10.1177/027112148500500302
  • Runco, M. A., & Beghetto, R. A (2019). Primary and secondary creativity. Current Opinion in Behavioral Sciences, 27, 7-10. https://doi.org/10.1016/j.cobeha.2018.08.011
  • Saavedra A.R., & Opfer V.D. (2012). Learning 21st century skills requires 21st century teaching. Phi Delta Kappan, 94(2), 8-13. https://doi.org/10.1177/003172171209400203
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Yayınlanma Tarihi June 2021
Bölüm STEM Education
Yazarlar

Songwut EGWUTVONGSA (Sorumlu Yazar)
King Mongkut’s Institute of Technology Ladkrabang
0000-0002-8443-3975
Thailand

Destekleyen Kurum King Mongkut’s Institute of Technology Ladkrabang
Proje Numarası Contract No. 2019-0203002
Teşekkür Department of Architectural Education and Design, King Mongkut’s Institute of Technology Ladkrabang
Yayımlanma Tarihi 15 Haziran 2021
Yayınlandığı Sayı Yıl 2021, Cilt 9, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { jegys849063, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, pages = {77 - 90}, doi = {10.17478/jegys.849063}, title = {Toys for children with the concept of STEM: study of the result from children’s playing activities}, key = {cite}, author = {Egwutvongsa, Songwut} }
APA Egwutvongsa, S. (2021). Toys for children with the concept of STEM: study of the result from children’s playing activities . Journal for the Education of Gifted Young Scientists , 9 (2) , 77-90 . DOI: 10.17478/jegys.849063
MLA Egwutvongsa, S. "Toys for children with the concept of STEM: study of the result from children’s playing activities" . Journal for the Education of Gifted Young Scientists 9 (2021 ): 77-90 <https://dergipark.org.tr/tr/pub/jegys/issue/60655/849063>
Chicago Egwutvongsa, S. "Toys for children with the concept of STEM: study of the result from children’s playing activities". Journal for the Education of Gifted Young Scientists 9 (2021 ): 77-90
RIS TY - JOUR T1 - Toys for children with the concept of STEM: study of the result from children’s playing activities AU - Songwut Egwutvongsa Y1 - 2021 PY - 2021 N1 - doi: 10.17478/jegys.849063 DO - 10.17478/jegys.849063 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 77 EP - 90 VL - 9 IS - 2 SN - -2149-360X M3 - doi: 10.17478/jegys.849063 UR - https://doi.org/10.17478/jegys.849063 Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Toys for children with the concept of STEM: study of the result from children’s playing activities %A Songwut Egwutvongsa %T Toys for children with the concept of STEM: study of the result from children’s playing activities %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 2 %R doi: 10.17478/jegys.849063 %U 10.17478/jegys.849063
ISNAD Egwutvongsa, Songwut . "Toys for children with the concept of STEM: study of the result from children’s playing activities". Journal for the Education of Gifted Young Scientists 9 / 2 (Haziran 2021): 77-90 . https://doi.org/10.17478/jegys.849063
AMA Egwutvongsa S. Toys for children with the concept of STEM: study of the result from children’s playing activities. JEGYS. 2021; 9(2): 77-90.
Vancouver Egwutvongsa S. Toys for children with the concept of STEM: study of the result from children’s playing activities. Journal for the Education of Gifted Young Scientists. 2021; 9(2): 77-90.
IEEE S. Egwutvongsa , "Toys for children with the concept of STEM: study of the result from children’s playing activities", Journal for the Education of Gifted Young Scientists, c. 9, sayı. 2, ss. 77-90, Haz. 2021, doi:10.17478/jegys.849063

Journal for the Education of Gifted Young Scientists indexed from SCOPUS June 2018- December 2020. SOBIAD Impact Factor Score (1,171) Top One of Turkey at SOBIAD Index at 2019. Thanks for the contributions. 2nd International Congress on Gifted Youth and Sustainability of the Education (ICGYSE) 20-21 November 2021 (Please click for attendance).


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