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1.
Anna Keune Kylie Peppler 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):280-293
Celebrating hands-on making and technological inventiveness, the Maker Movement promotes the popularity of new makerspaces: learning environments filled with diverse materials for youth’s creative projects. Described as “constructionist learning environments,” makerspaces can be challenging to design because materials require substantial budgetary investments. Because the practical demands of space and cost often dominate decisions concerning a new makerspace, less attention is paid to how the choice of materials inadvertently limits who uses the space, how learning happens, or how materials in a space will interact and intra-act over time. Building on theories of constructionism and relational materialism to analyze and theorize learning in makerspaces, we take a case-based approach to illustrate the co-development of 3D printing materials, youth and educational programs at an out-of-school makerspace. In the process, we demonstrate the need to rethink the role of materials in human development and educational design. We introduce the concept of materials-to-develop-with to explain how objects can be internalized and drive the development of spaces, people and learning opportunities. 相似文献
2.
Alvaro Jordan Aaron D. Knochel Nicholas Meisel Kelsey Reiger Swapnil Sinha 《The International Journal of Art & Design Education》2021,40(1):52-65
Combining the excitement from the maker movement and the novel creation of deployable makerspaces, we review the development of the Mobile Atelier for Kinaesthetic Education (MAKE) 3D. MAKE 3D is a mobile makerspace platform that can be deployed anywhere there is electricity to create a curricular spectacle of digital fabrication in particular additive manufacturing or what is more commonly referred to as 3D printing. Our project combines this notion of curricular spectacle and a mobile makerspace platform, to develop strategies in how to meet the novice user almost anywhere and to entice them into a series of hands‐on activities that would give them a range of knowledge and aptitude for additive techniques in digital fabrication. We review the component parts of our Material to Form curriculum and explore thematic connections between the maker movement and art education including STEAM and interdisciplinarity; design thinking and kinaesthetic learning; and place‐based education and the mobile platform. Informal practices in art education and the mobile makerspace advances forms of place and kinaesthetic learning. Similar curricular setups are therefore encouraged to reinforce and expand prior knowledge, broaden participation and provide an adaptable learning space for STEAM initiatives. 相似文献
3.
Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research
In this systematic review, we examined research on school-based makerspaces, emergent but increasingly popular sites for instruction and learning in preK through 12 settings. Through electronic database, hand, and ancestral searches, we identified 22 empirical studies published in peer-reviewed journals and dissertations that reported preK-12 students’ learning outcomes after participating in school-based makerspace interventions. We found that school-based makerspace research is increasing and published internationally, with a majority of studies (n = 13) conducted with middle and high school participants. Outcomes and interventions varied considerably across studies, demonstrating the disparate nature of school-based makerspace research. In the studies we reviewed, the goals, objectives, and scope of makerspace interventions did not conflict with those of schools, but best practices for makerspace teachers were lacking and equity-oriented approaches to designing makerspace activities and materials were still emerging. Implications of our findings for planning makerspace instruction and future research on makerspace interventions are discussed. 相似文献
4.
Leskinen Jasmiina Kumpulainen Kristiina Kajamaa Anu Rajala Antti 《European Journal of Psychology of Education - EJPE》2021,36(4):1033-1053
This case study is an examination of the emergence of leadership in students’ group interaction in a school-based makerspace. The data comprised video records of 20 primary school students’ group work within this context, encompassing student-driven creative engagement in science, technology, engineering, arts, and mathematics (STEAM) learning activities. Interaction analysis was applied to analyze the students’ leadership moves and to depict how students’ leadership was related to their collaboration. The analysis resulted in a typology of students’ leadership moves in a makerspace context, namely, coordination of joint work, exploring new ideas, seeking out resources,
and offering guidance and supporting others, adding to the existing literature on student leadership and collaboration in novel learning environments. The study also illustrates how the students’ leadership moves in group interactions can lead to dominating and/or shared leadership, with consequences for students’ collaboration. The study points to the importance of more research and development of pedagogical practices that support students’ symmetric participation and opportunities to lead collaborative work and to promote advanced collaboration in school-based makerspaces.
相似文献5.
This qualitative research study investigated how educational makerspace leaders, whom we refer to as spacemakers, framed the purpose of the makerspace in K–12 education and how makerspaces support school curriculum. Using interviews with twelve K–12 spacemakers, the study found spacemakers were experienced, self-motivated educators. These leaders described purposes for makerspaces including increasing student-centeredness, relevancy, career-readiness, and inclusion, showcasing the campus, and helping students become creators instead of consumers. Makerspaces supported school curriculum through dedicated making classes, as curricular projects, or as extracurricular activities. The discussion examines future challenges facing K–12 makerspaces in terms of curriculum, tools, sustainability, and equitable practices. 相似文献
6.
This article draws on three case studies, which illuminate a number of practical, ethical and intellectual issues that arise from ‘engaged’ teaching activities within the curriculum. Projects from the disciplines of Architecture, English and Journalism Studies illustrate the possibilities offered by learning and teaching projects which emphasise public facing, co-produced knowledge as central components. It is argued that such approaches enable dynamic forms of learning to emerge, which work to expand the parameters of subject-specific knowledge while enabling the development of citizenship attributes and employability skills amongst students in ways that deepen, rather than dilute, intellectual rigour. The article locates these practical pedagogical reflections within theoretical frameworks offered by those working (largely in North America) on publicly engaged approaches to scholarship and seeks to draw connections with contemporary developments in learning and teaching in the UK. 相似文献
7.
As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students. 相似文献
8.
This paper discusses the pedagogical practice of developing reading for pleasure in pre- schools and primary phase settings through the lens of one key dimension of twenty-first-century reading: personalisation. It draws on a series of studies and examples to identify, address and problematise human- and digitally mediated personalised reading for pleasure. Through a content analysis of the key features of current digital library systems, it shows how these increasingly popular systems position teachers as librarians, curators and monitors, and undermine their potential roles as listeners, mentors and co-readers in order to foster children’s personal response to texts. Through a theory-driven approach it identifies ways in which current design limitations of library management systems can be addressed and from which their effective application and use can develop. This conceptual elaboration, which combines contemporary reading theories with the affordances of digital personalisation, provides new insights concerning personalisation in digital library systems. 相似文献
9.
This article addresses key components of posthumanism and maker literacies by reporting on empirical data from two makerspace research sites. Using posthuman methodologies, we suggest practical considerations of the relational autonomy of materials through entanglements between humans, non‐humans and more‐than‐humans in makerspace classroom settings. We propose answers to the following research questions: How do materials manifest their relational autonomy in makerspaces? How could the relational autonomy of materials impact maker literacies pedagogy? With this article, our contribution warrants researchers to think about the unpredictability of maker work through posthuman methodologies and how maker projects can help speak against the failing student rhetoric in literacy education. 相似文献
10.
Anne Meredith 《Cambridge Journal of Education》1995,25(2):175-187
This exploratory article seeks to map out some possible practical limitations of Shulman's notion of pedagogical content knowledge and the associated concept of pedagogical reasoning. Interview extracts are used to illustrate the argument that the views and prior knowledge of a trainee teacher of mathematics may subtly shape what is learned in the context of training. It is suggested that representations of mathematics and mathematics teaching, originating in the trainee's own learning, might be concomitant with the development of a particular style of pedagogical reasoning which then determines the type of pedagogical content knowledge that is acquired. Shulman's framework is useful for understanding the trainee's learning, but insufficient to cover a broader range of pedagogical knowledge that might be deemed desirable in the trained teacher. It is suggested that a wider framework, extending pedagogical content knowledge to incorporate alternative forms of teaching, is needed. 相似文献
11.
Stimulated recall — An effective methodology for examining successful teaching in science 总被引：1，自引：0，他引：1
Previous research by the authors (Meade, McMeniman, Wilson, Kanes and Davey, 1991) indicated the effectiveness of the stimulated recall (SR) methodology for examining the knowledge bases underlying the classroom actions of effective teachers in secondary mathematics and science. This study investigates more fully the robustness of the SR technique with special reference to: (i) making explicit the implicit theories of teaching; and (ii) the ways in which teachers construe effective teaching and learning. It probes the teaching practices of one effective high school science teacher, and compares the findings to another such teacher from the 1991 study. The conclusions made are that despite its labour intensive and time consuming nature, SR is a useful methodology for gaining profound insight into the implicit theories and beliefs of teachers, and the relationship between beliefs and actions. In particular, these theories and beliefs mainly concentrate on general pedagogical knowledge and pedagogical content knowledge. 相似文献
12.
Saarenkunnas Maarit Järvelä Sanna Kuure Leena Kunelius Esa Häkkinen Päivi Taalas Peppi 《Learning Environments Research》2000,3(1):35-50
This article describes the pedagogical framework of an interdisciplinary and international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). The practical aim of the project is to produce a pedagogical model for learning and teaching in networked environments. The research project has its foundation on socio-constructivist learning theories, with one of the most important principles being the idea of apprenticeship in thinking. The article also takes a look at the first results obtained from different kinds of videotaped and written material that were collected during a WWW-based university course. Also questions raised from the data for future research are considered. 相似文献
13.
Camilla Schreiner Ellen K. Henriksen Pål J. Kirkeby Hansen 《Studies in Science Education》2013,49(1):3-49
This paper provides an introduction to the concept of pedagogical link‐making in the context of teaching and learning scientific conceptual knowledge. Pedagogical link‐making is concerned with the ways in which teachers and students make connections between ideas in the ongoing meaning‐making interactions of classroom teaching and learning. First of all we draw upon socio‐cultural perspectives to outline why we think that ‘link‐making’ is fundamental to science learning and consequently to science teaching and then we identify three main forms of pedagogical link‐making. The related research literature is then used to specify pedagogical link‐making approaches associated with each of the three main forms. Finally, the resultant framework of link‐making forms and approaches is applied in analysing a teaching sequence taken from a UK secondary school science classroom. Part of this analysis involves identifying specific pedagogical tools/strategies that might be employed in the classroom to support link‐making. 相似文献
14.
Éamonn Dunne 《Educational Philosophy and Theory》2013,45(6):625-636
Abstract Popular filmic and literary stereotypes of teachers from Brodie and Chips to Keating and Schneebly have not only reflected a public desire for radically innovative and perverse teaching practices, but also created those paradigms in ways that are not always readily identifiable or traceable. This article seeks to analyse tensions between traditional institutional protocols and contemporary populist opinion on the role of the effective teacher. In doing so, the article takes Peter Weir’s Dead Poets Society (1989) as a primary example of those tensions and argues for a perverse ‘foolosophical’ view of pedagogical performance and a new appreciation for the necessity of ignorance in the classroom. Since ignorance and understanding are not taken as unambiguous antonyms, the article proposes that effective teaching and learning occur most effectively in the interstices between humility and hospitality. 相似文献
15.
Josef Sageder 《Distance Education》1988,9(2):234-249
This article from a pedagogical viewpoint deals with the problem of how to promote meaningful learning in distance education. In correspondence courses, major problems arise from individual learning difficulties which are caused, e.g. by ineffective teaching methods, deficient individual prerequisites, and/or lack of social facilitation because of isolation. Dealing with those problems experts have been using various technical facilities (e.g., computers for administration and management) and media. Nevertheless, learning difficulties can be solved only by students themselves, but not by mere manipulation of technology, educational methods, or students’ activities. Methods to enhance individual engagement and learning cannot be based well on existing pedagogical theories, since these address direct teaching of children or youth in classroom. Search for theories and methods appropriate to distance teaching reveals as a major goal the development of problem‐solving skills and related abilities. Learning activities corresponding to that goal obviously cohere to working on problem‐like tests. Thus, a conceptual model of how to effect meaningful learning by tests is being proposed. Based on that model special modular components of tests are being described which should be apt for enhancing meaningful learning, and for computer‐based application. 相似文献
16.
石福金 《安阳师范学院学报》2004,(3):148-150
当今信息时代用户对图书馆需求的特点.图书馆人员在职教育的紧迫性和必要性.图书馆人员在职教育的途径和方法.图书馆人员应不断完善自我,孜孜不倦求索知识、技能,才能更好地服务社会. 相似文献
17.
《Journal of Further & Higher Education》2012,36(10):1315-1330
ABSTRACTWhile a large body of research considers factors enabling or constraining academic development in colleges and universities, comparatively little scholarship has considered the roles students might play in supporting positive change in staff teaching practices. This article explores one potential avenue by which such change might play out, considering the extent to which participation in a student-staff partnership programme supported by a central teaching and learning institute might encourage shifts in staff teaching. Drawing on data gathered via focus groups and online reflective prompts, we find that participating in pedagogical partnership can support a range of developments in staff teaching practices, though these changes might not always be pronounced or uniformly positive. Implications for future research and practice are discussed. 相似文献
18.
This article reports on an empirical study exploring Ghanaian teachers’ understandings of teaching, learning and assessment. It argues that received views of poorly trained teachers with untheorized and badly reasoned professional practices may mask a more complex situation. In defining learning, teachers in the study reproduced models consistent with transmission or behaviouristic theories. However, when asked to describe their most successful experiences, teachers’ understandings were more in accord with social constructivism. Also, their aspiration towards interactive models of classroom assessment was circumscribed by the normal context of assessment discourse and by bureaucratic requirements. The article concludes that, given the right circumstances, teachers can reflect on their experiences and produce a more sophisticated account of teaching and learning. It suggests ways in which in‐service work might make use of these insights, recommending further attention to the discursive frames of teachers’ professional reflections within dialogue and active engagement through school‐based coaching. 相似文献
19.
Michael Stevenson Matt Bower Garry Falloon Anne Forbes Maria Hatzigianni 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1260-1274
Makerspaces embody a growing movement of educators promoting constructionist learning with physical materials and digital technologies such as 3D design and 3D printing. As it gains traction in K-12 settings, the maker movement represents an interesting context in which to explore how professional ecologies can equip teachers with the knowledge, skills and dispositions needed to implement twenty-first century learning in their school context. This study investigated the roles of different participants from industry, school leadership and colleagues in influencing teachers’ confidence, enthusiasm, capabilities and beliefs when teaching in makerspaces. Utilising triangulated observations of activities through online questionnaires at beginning, middle and end points, as well as postproject interviews, the study explored the participation of 27 primary school teachers in a blended professional learning programme, followed by classroom delivery of modules focusing on tablet-based 3D design applications and the use of newly instaled 3D printers. Reporting no prior knowledge or experience with makerspaces, quantitative analyses revealed significant increases in teachers’ confidence and enthusiasm. Qualitative analyses of questionnaire and interview data underscored the influence of hands-on and theoretically grounded professional learning providing practical exposure to constructionist ideas, design thinking methodologies and 3D design technologies. Findings reveal the importance of targeted professional learning coupled with a substantial collegially supported implementation phase, as well as support from school leaders and industry partners to promote meaningful pedagogical change in technology-mediated maker-based learning. 相似文献
20.
秦付华 《桂林师范高等专科学校学报》2010,24(1):149-152
构建高校和谐图书馆是构建社会主义和谐社会的必然要求。文章在分析和谐高校图书馆内涵的基础上,从建立领导班子、领导和馆员、馆员与读者、馆员与馆员之间的和谐关系等方面探讨了构建高校和谐图书馆的途径。 相似文献