Designing (and) making teachers: using design to investigate the impact of maker-based education training on pre-service STEM teachers
Designing (and) making teachers: using design to investigate the impact of maker-based education training on pre-service STEM teachers
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发表时间：
2020
影响因子：
1
通讯作者：
S. Weiner;M. Lande;Shawn S. Jordan
中科院分区：
文献类型：
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作者：
S. Weiner;M. Lande;Shawn S. Jordan
这项定性研究调查了基于创客的教育研讨会如何影响 20 名职前 STEM 教师对课程规划过程的看法。设计既被用作制作和教学实践之间的认识论联系，又被用作解释和理解课程计划的分析镜头。这项研究的结果表明，已经了解基于创客的原则和实践的职前教师能够想象出比他们通常使用的课程更加以学生为中心和主动的课程计划过程。虽然基于制作的备课过程和传统的备课过程的内容存在差异，但职前教师对这些过程的设计基本上是相同的：线性的、口头的，只是偶尔进行反思或迭代。这些特征与新手设计师的特征相符。
This qualitative study examined how a maker-based education workshop affected 20 pre-service STEM teachers’ views of the lessonplanning process. Design is used as both an epistemological link between making and teaching practices as well as an analyticallens through which lesson planning could be interpreted and understood. The findings of this study suggest that pre-serviceteachers who have been introduced to maker-based principles and practices are able to imagine a lesson planning process that ismore student-centered and active than the kind which they normally utilize. While there was a contrast between the content ofmaking-based and traditional lesson planning processes, the pre-service teachers’ designs of these processes were largely the same:linear, verbal, and only occasionally reflective or iterative. These characteristics match those of novice designers.