Abstract

Despite the growth of the Maker Movement, few studies have examined what learning opportunities in teacher education programs facilitate preservice teachers’ understanding of inclusive making for students from diverse backgrounds. This study explored how preservice teachers used their funds of knowledge for making projects in a STEM education course and how the use of these funds of knowledge influenced their perspectives on maker education. Guided by ethnographic research principles, we analyzed qualitative data collected from 15 preservice teachers. The findings show that preservice teachers used their diverse funds of knowledge in ways that: (a) transformed making practices into personally relevant learning activities, (b) positioned themselves as experts, (c) facilitated mutual learning, and (d) provided a significant resource for creative ideas in advancing making projects.

摘要

尽管创客运动有所发展，但很少有研究探讨教师教育计划中的哪些学习机会有助于职前教师对来自不同背景的学生的包容性制造的理解。本研究探讨了职前教师如何利用他们的知识资金在 STEM 教育课程中制作项目，以及这些知识资金的使用如何影响他们对创客教育的看法。在民族志研究原则的指导下，我们分析了从 15 名职前教师收集的定性数据。调查结果表明，职前教师以以下方式使用他们多样化的知识资源：(a) 将制作实践转化为与个人相关的学习活动，(b) 将自己定位为专家，(c) 促进相互学习，