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Identity exploration for maker educators: constructing meaning in after-school environmental science
Journal of Research on Technology in Education ( IF 3.281 ) Pub Date : 2021-03-04 , DOI: 10.1080/15391523.2021.1885530
Mark E. Petrovich 1 , Amanda Barany 1 , Mamta Shah 2 , Aroutis Foster 1
Affiliation  

Abstract

Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators’ identity exploration as they engaged in professional development sessions on maker education. Teacher data was visualized using epistemic network analysis and supplemented with qualitative examinations to understand how teachers engaged in identity exploration over time. Findings illustrated shifts toward more specific and balanced conceptualizations of self as educators gained skill in the intentional examination of roles.



中文翻译:

创客教育者的身份探索:在课外环境科学中建构意义

摘要

基于创客的学习活动为学生和教育工作者带来好处;然而,很少有研究例子可以检验教育者在教学中实施创客活动时如何制定身份探索过程。投影反射框架用于评估三位科学教育者在参与创客教育专业发展课程时的身份探索。教师数据使用认知网络分析进行可视化,并辅以定性检查,以了解教师如何随着时间的推移进行身份探索。研究结果表明,随着教育工作者获得了有意检查角色的技能,他们向更具体和更平衡的自我概念化转变。

更新日期:2021-03-04
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