What difference (if any) did it make to actually cut up and observe fruits and vegetables, to observe a honeycomb or a snowflake, and to have an octahedron and an icosahedron, etc. that you made as you were reading the text?
In my opinion, engaging in hands-on activities like cutting and observing fruits, provides a profound and immersive educational experience, which goes beyond standard theoretical learning.
What difference might it make to kids to learn from real 3D living things and/or objects with shape, texture, smell, taste, etc., as opposed to 2D printed images?
I tried the activity of making a 3D Hexahedron/Cube with my kids. When questioned about the properties of the 2D cubic shape, they expressed uncertainty. However, when it came to creating the 3D shape, they found it engaging and interesting. They were able to easily identify the properties of a cube in the three-dimensional context.
What difference might it make for students with sensory impairment (low vision, auditory impairment, etc.)?
I think for students with sensory impairments like low vision or auditory issues, the use of real 3D objects offers a multisensory learning experience. The visual and tactile elements compensate for limited reliance on auditory input. Real 3D objects promote concrete understanding, enhance spatial awareness, and facilitate independent learning. For those with low vision, it provides a hands-on understanding of shapes and textures.
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