Abstract

This paper explores the integration of interdisciplinary, standards-based making in elementary classrooms through an investigation of teachers’ navigation of contradictions between traditional academic practices and the playful, imaginative, and collaborative design thinking that characterizes making. Empirical findings are reported from a three-year, NSF-funded research project that involved the integration of standards-based Mobile Maker Kits into 15 elementary schools within a suburban-rural Southern school district. Drawing on a framework that recognizes making and formal learning as interactive activity systems, this qualitative study illustrates how teachers experienced and resolved contradictions as they integrated the kits into their classrooms. We conclude by discussing how integrating standards-based making provides opportunities for transformative learning that allows students and teachers to engage in creative production, design thinking, and experimentation.

摘要

本文通过调查教师对传统学术实践与表征制作的嬉戏，富有想象力和协作设计思想之间的矛盾的导航，探讨了跨学科，基于标准的制作在基本教室中的集成。由NSF资助的一项为期三年的研究项目报告了经验结果，该项目涉及将基于标准的Mobile Maker Kit集成到郊区郊区南部学区的15所小学中。这项定性研究基于一个框架，将制造和正式学习视为互动活动系统，该框架说明了教师将工具包整合到课堂中时如何体验和解决矛盾。