当前位置: X-MOL 学术New Zealand Journal of Educational Studies › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Teachers Use of Public Makerspaces to Support Students’ Development of Digital Technology Competencies
New Zealand Journal of Educational Studies Pub Date : 2021-01-11 , DOI: 10.1007/s40841-020-00190-0
Victoria Macann , Lucila Carvalho

Public libraries around the world have been re-configuring their sites to include ‘makerspaces’—as a dedicated area where learners engage in creating, inventing, designing, discovering, coding, building and exploring. Makerspace activity often involves learning-by-doing and problem-solving, in a variety of topics in Science, Technology, Engineering and Mathematics (STEM). This paper discusses the use of a public makerspace as an innovative learning environment, which has been specially set-up for exploring computational thinking (CT) in alignment with STEM activities. Interviews with primary school teachers explored their perceptions of the use of a makerspace for CT teaching and learning. Findings suggest that whilst teachers considered problem-solving important for developing CT skills, workshop sessions with tools/robotics seemed to hold higher value for them. Results also reveal teachers’ uncertainties on how to design CT learning tasks and assessments; and discuss the role of makerspaces in offering opportunities for experimentation, collaboration, and shared inquiry in CT teaching and learning.

中文翻译:

教师使用公共创客空间支持学生发展数字技术能力

世界各地的公共图书馆一直在重新配置他们的网站,以包括“创客空间”——作为学习者参与创造、发明、设计、发现、编码、构建和探索的专用区域。创客空间活动通常涉及在科学、技术、工程和数学 (STEM) 的各种主题中边做边学和解决问题。本文讨论了公共创客空间作为创新学习环境的使用,该环境专门用于探索与 STEM 活动相一致的计算思维 (CT)。与小学教师的访谈探讨了他们对使用创客空间进行 CT 教学的看法。调查结果表明,虽然教师认为解决问题对培养 CT 技能很重要,使用工具/机器人的研讨会似乎对他们具有更高的价值。结果还揭示了教师在如何设计 CT 学习任务和评估方面的不确定性;并讨论创客空间在提供 CT 教学和学习中的实验、协作和共享探究机会方面的作用。
更新日期:2021-01-11
down
wechat
bug