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Articles 1 - 6 of 6
Full-Text Articles in Education
Makerspace Club, Carolyn Brady
Makerspace Club, Carolyn Brady
Honors Expanded Learning Clubs
This is a unique club that allows children to explore the world around them and make projects using materials provided by educators, and to get children thinking about how things work in the world, and how they do. They gain knowledge about success and failure of these things by recreating them.
School-Based And Museum-Based Makerspaces, Rebecca Helen Johnson
School-Based And Museum-Based Makerspaces, Rebecca Helen Johnson
Theses and Dissertations
Making and makerspaces, as a means and setting for creation, have grown in popularity in recent years. As makerspaces appear in schools and community educational settings, the Maker Movement’s prominence and influence on education grows. As different people have served as the developers and facilitators for these makerspaces, no makerspace is the same, because the intentions and values of these developers and facilitators differ. Studying the effects of these different intentions and values on the decisions made by the facilitators has allowed me to research the theories surrounding the Maker Movement in actual practice. My research contributes to the conversation …
Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith
Children’S Negotiations Of Visualization Skills During A Design-Based Learning Experience Using Nondigital And Digital Techniques, Shaunna Smith
Interdisciplinary Journal of Problem-Based Learning
In the context of a 10-day summer camp makerspace experience that employed design-based learning (DBL) strategies, the purpose of this descriptive case study was to better understand the ways in which children use visualization skills to negotiate design as they move back and forth between the world of nondigital design techniques (i.e., drawing, 3-D drawing with hot glue, sculpture, discussion, writing) and digital technologies (i.e., 3-D scanning, 3-D modeling, 3-D printing). Participants included 20 children aged 6–12. This research was guided by Vossoughi, Hooper, and Escudé’s (2016) call for explicit attention to pedagogical practices during the integration of “making” activities. …
Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron
Making Learners: A Framework For Evaluating Making In Stem Education, Jill A. Marshall, Jason R. Harron
Interdisciplinary Journal of Problem-Based Learning
The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.
“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson
“There’S Nothing Wrong With Fun”: Unpacking The Tensions And Challenges Of Human Centered Design For Learning With Pre-Service Teachers, Zoe Falls, Justin Olmanson
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Research into practices of making within formalized education has primarily focused on K12 settings, inservice teachers in professional development, and pre-service teachers facilitating a maker experience for K12 students. Less is known about the professionalizing impact making and human centered design can have on pre-service teachers, especially in relation to how or if the experience deepens their understanding of content, pedagogy and human centered design. This study traces a group of pre-service social science teachers’ development of a meme generator to support learning history. By studying their process from inception to conclusion, we found students were less inclined to engage …
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson
Reconceptualizing Pedagogical And Curricular Knowledge Development Through Making, Steven Greenstein, Justin Olmanson
The Emerging Learning Design Journal
While making is typically tethered to narratives of entrepreneurship and business, it can provide a gateway to meaningful interaction and deepened understanding of both content and pedagogy. In this article we provide descriptions of two courses—one each at the pre-service and in-service levels—that engage teachers in making and design practices that we hypothesized would inform their pedagogical and curricular thinking. With a focus on the design of new tools to support teaching and learning through the use of human-centered design practices and digital fabrication technologies, these courses have teachers exploring at the intersection of content, pedagogy, and making. Specifically, they …