Influence of Childhood Activities on Engineering Anticipation Capability and Capability Reinforcement through PBL

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Abstract

<p>In Japan in the past, almost all boys frequently played outdoors with toys such as takeuma (stilts), marbles, menko (a card game), and koma (spinning tops), whereas the majority of girls played with skipping ropes, otedama (beanbags), and maritsuki (bouncing balls). However, the environment in which children are raised has changed. Children are now instead spending their time playing console, hand-held, and mobile-phone games. As a result, their exposure to virtual worlds experienced visually through electronic devices has increased, whereas, their time spent participating in outdoor activities has decreased. Children now have little opportunity for self-discovery and other natural environment experiences, due to such factors as the prohibition of schoolyard use after school and a decrease in the amount of open space.The result of such environmental changes is that engineering anticipation capability has fallen. Some younger engineers and students who both played and learned through electronic media are convinced that experiences gained through computer-aided engineering (CAE) are equally as valid as those obtained in real life and design objects incompatible with the real world while being confident in their own effectiveness. In the present paper, we classify the above-listed simple outdoor activities, consider these effects of changes in the childhood environments of engineering students and introduce practical problem-based learning (PBL) methods to address the lack of important real-world experience.</p>

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