Equity-Oriented Pedagogical Strategies and Student Learning in After School Making
Equity-Oriented Pedagogical Strategies and Student Learning in After School Making
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课后制作中以公平为导向的教学策略和学生学习
DOI：
10.1145/3003397.3003404
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Bronwyn Bevan
中科院分区：
文献类型：
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作者：
Jean J. Ryoo;Lianna Kali;Bronwyn Bevan
创客运动有望改善所有学习者的教育体验，无论其年龄、种族/民族、性别、家庭语言、能力或社会经济阶层如何。本文描述了我们如何通过创建一个新的课后制作计划来实现这一承诺，为东奥克兰的工人阶级和低收入有色人种青年提供服务。基于我们之前对课后环境中以公平为导向的修补进行调查的努力 [1, 2]，这里描述的工作是研究 + 实践合作实验室领导的一项更大规模研究的一部分（参见 www.researchandpractice.org）。该合作实验室与东奥克兰灯塔社区特许学校建立了合作伙伴关系，研究课后修补项目如何支持学生在上学期间重视的学习成果的发展，特别是学习倾向的发展、创造性地解决问题以及对 STEM 概念和实践的更深入理解。在描述了我们的项目用于建立创意制作文化的教学策略（在项目/课程设计和教学举措中）之后，我们分享了一个详细的案例，描述了一名拉丁裔五年级学生（卡特里娜）的学习成果，该学生从未参与过制作项目，从未使用过电路或焊接，最初并不认为自己是“创客”。
The maker movement holds great promise to improve the educational experiences of all learners, regardless of age, race/ethnicity, gender, home language, ability, or socioeconomic class. This paper describes how we sought to fulfill this promise by creating a new after school making program serving working class and low-income youth of color in East Oakland. Building on our prior efforts investigating equity-oriented tinkering in after school settings [1, 2], the work described here is part of a larger study led by the Research + Practice Collaboratory (see www.researchandpractice.org). The Collaboratory formed a partnership with the Lighthouse Community Charter School of East Oakland to examine how afterschool tinkering programs support the development of student learning outcomes that are valued during the school day, specifically the development of learning dispositions, creative problem solving, and deeper understanding of STEM concepts and practices. After describing pedagogical strategies (in program/curriculum design and teaching moves) our program used to build a creative making culture, we share a detailed case describing what learning outcomes looked like for a Latina 5th grader (Katrina) who had never been in a making program, never worked with circuitry or soldering, and did not initially identify as a "maker."