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The promise and the promises of Making in science education
Studies in Science Education ( IF 4.9 ) Pub Date : 2017-01-02 , DOI: 10.1080/03057267.2016.1275380
Bronwyn Bevan 1
Affiliation  

Abstract Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources.

中文翻译:

科学教育中的承诺和承诺

摘要 制作是一种迅速兴起的教育实践形式,涉及设计、建造、测试和修改各种物体,使用高低技术,并整合包括艺术、科学、工程和数学在内的一系列学科。由于它已被证明将科学学习与创造力和调查联系起来的方式,它在政策和教育界引起了广泛的兴趣和支持。制作已经在校外环境中扎根,例如博物馆、科学节、课后和图书馆项目;现在,中小学教育工作者对如何将其融入课堂越来越感兴趣。制作扩展了与技术教育和基于设计的学习相关的传统,但在可能扩大对科学和 STEM 学习的参与的方式上有所不同,以包括来自 STEM 领域历史上代表性不足的社区的学习者。STEM-Rich Making 围绕设计和工程实践集中组织,通常集成数字工具和计算实践,并将科学和数学概念和现象定位为设计材料。本文对关于“创客”作为科学教学和学习的一种生产形式的主张持批判态度,并回顾了当前研究文献对创客支持学生能动性、促进积极参与科学和工程实践以及利用学习者的文化资源。
更新日期:2017-01-02
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