Abstract

The current study explores how teachers’ behaviors and environmental factors influenced the use of a K-12 makerspace. Teachers attended professional learning sessions, developed a makerspace, and created curricular units aimed at teaching students design thinking stages and principles. Given the longitudinal (4 years) nature of this study within an authentic environment, this qualitative study reports data collected from focus groups, with varied teacher participation (n = 7-14 teachers). Using thematic analysis, we identified two primary themes. First, teachers’ behaviors were pliable, as they embraced yet requested additional change, collaboratively explored, attempted to reconcile their sense of responsibility, and sought knowledge as an ongoing pursuit. Second, the teachers were embedded within an environmental context that influenced their implementation through professional learning opportunities, use of planning time, access to the space, and the overall school culture. The nuance within these themes shifted throughout the 4 years of implementation. Collectively, these findings demonstrate the complex interaction between teachers and their environments when integrating a makerspace into students’ educational experiences. Specific recommendations are discussed regarding the facilitation of effective collaboration and meaningful professional learning.

摘要

当前的研究探讨了教师的行为和环境因素如何影响K-12创客空间的使用。老师参加了专业学习课程，开发了创客空间，并创建了旨在教授学生设计思维阶段和原理的课程单元。鉴于这项研究是在真实环境中进行的（4年）纵向研究，该定性研究报告了从焦点小组收集的数据，其中教师参与程度各异（n = 7-14名教师）。通过主题分析，我们确定了两个主要主题。首先，教师的行为是柔顺的，因为他们拥抱但又要求进行其他更改，进行了协作探索，试图调和他们的责任感，并不断寻求知识。第二，教师被嵌入到一个环境环境中，该环境通过专业学习机会，计划时间的使用，空间的使用以及整个学校的文化对他们的实施产生了影响。在实施的4年中，这些主题的细微差别发生了变化。总的来说，这些发现表明，在将创客空间整合到学生的教育经历中时，教师与他们的环境之间存在复杂的相互作用。讨论了有关促进有效合作和有意义的专业学习的具体建议。这些发现表明，在将创客空间整合到学生的教育体验中时，教师与他们的环境之间存在复杂的相互作用。讨论了有关促进有效合作和有意义的专业学习的具体建议。这些发现表明，在将创客空间整合到学生的教育体验中时，教师与他们的环境之间存在复杂的相互作用。讨论了有关促进有效合作和有意义的专业学习的具体建议。