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Full-Text Articles in Education
Preservice And Early Career Teachers’ Preconceptions And Misconceptions About Making In Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith
Preservice And Early Career Teachers’ Preconceptions And Misconceptions About Making In Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith
Learning Sciences Faculty Publications
This qualitative study examined preservice and early career teachers’ preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in brief, one-time maker workshops, then wrote reflections on their experiences. Using constant comparative analysis, researchers uncovered two common misconceptions held by the participants. The first was that making in education consisted of hands-on activities designed to achieve specific content learning objectives. The second was that making was largely dependent on the use of advanced manufacturing tools, such as 3D printers. Such misconceptions could negatively impact the potential of making in education. Recommendations for resolving these misconceptions …
Makification: Towards A Framework For Leveraging The Maker Movement In Formal Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith, Brendan Calandra
Makification: Towards A Framework For Leveraging The Maker Movement In Formal Education, Jonathan Cohen, W. Monty Jones, Shaunna Smith, Brendan Calandra
Learning Sciences Faculty Publications
Maker culture is part of a burgeoning movement in which individuals leverage modern digital technologies to produce and share physical artifacts with a broader community. Certain components of the maker movement, if properly leveraged, hold promise for transforming formal education in a variety of contexts. The authors here work towards a framework for leveraging these components (i.e., creation, iteration, sharing, and autonomy) in support of learning in a variety of formal educational contexts and disciplines.
Pre-Service Teachers’ Beliefs About Using Maker Activities In Formal K-12 Educational Settings: A Multi-Institutional Study, W. Monty Jones, Shaunna Smith, Jonathan Cohen
Pre-Service Teachers’ Beliefs About Using Maker Activities In Formal K-12 Educational Settings: A Multi-Institutional Study, W. Monty Jones, Shaunna Smith, Jonathan Cohen
Learning Sciences Faculty Publications
This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to …
Maker Principles And Technologies In Teacher Education: A National Survey, Jonathan Cohen
Maker Principles And Technologies In Teacher Education: A National Survey, Jonathan Cohen
Learning Sciences Faculty Publications
Broadly speaking, the maker movement is characterized by people who engage in the construction, deconstruction, and reconstruction of physical artifacts, and who share both the process of making and their physical products with the broader community of makers. There is growing sentiment that elements of the maker movement have the capability of positively impacting student outcomes in K-12 environments. This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies, and explores the factors which contribute to their decisions to include or not to include maker elements into …
Using The Interaction Geography Slicer To Visualize New York City Stop & Frisk, Benjamin R. Shapiro, Francis A. Pearman
Using The Interaction Geography Slicer To Visualize New York City Stop & Frisk, Benjamin R. Shapiro, Francis A. Pearman
Learning Sciences Faculty Publications
This paper adapts and uses a dynamic visualization environment called the Interaction Geography Slicer (IGS) developed by the 1st author to visualize data about New York City’s Stop & Frisk Program. Findings and discussion focus on how this environment provides new ways to view, interact with and query large-scale data sets over space and through time to support analyses of and public discussion about New York City’s Stop & Frisk Program.
Who Signs Up And Who Stays? Attraction And Retention In An After-School Computer-Supported Program, Maggie Renken, Jonathan Cohen, Tugba Ayer, Brendan Calandra, Aeslya Fuqua
Who Signs Up And Who Stays? Attraction And Retention In An After-School Computer-Supported Program, Maggie Renken, Jonathan Cohen, Tugba Ayer, Brendan Calandra, Aeslya Fuqua
Learning Sciences Faculty Publications
We report findings from a study assessing computer-supported curriculum designed to engage low SES, underrepresented minority middle school students enrolled in an afterschool program with collaborative tasks that build 21st century skills, particularly related to digital literacy. Early in the program, we collected survey data from participants and from a sample of after-school attendees who decided not to enroll in our program concerning their goals, feelings toward STEM, and experiences with and access to technology. Over the first 7 weeks of programming, we also have collected attendance records. We report findings relating students’ individual factors at program onset to their …