What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement
What Have We "Learned" from Maker Education Research? A Learning Sciences-base Review of ASEE Literature on the Maker Movement
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DOI：
10.18260/1-2--31235
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发表时间：
2018-06
期刊：
影响因子：
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通讯作者：
S. Weiner;M. Lande;Shawn S. Jordan
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文献类型：
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作者：
S. Weiner;M. Lande;Shawn S. Jordan
Steven Weiner是亚利桑那州州立大学未来社会创新学院科学技术人文与社会维度的博士生。他的兴趣包括STEM教育改革、创新学习框架和学校教育的未来。他之前的研究重点是年轻人如何发展以创客运动为中心的身份，他的论文将探讨基于创客的举措（例如建立学校创客空间）对正规教育机构文化的影响。在开始攻读博士学位之前，韦纳先生曾担任亚利桑那科学中心（Arizona Science Center）CREATE的创始项目总监，该中心是一个混合教育创客空间/社区学习中心。他曾在中学和高中担任物理和数学教师。
Steven Weiner is a PhD student in Human and Social Dimensions of Science and Technology at the School for the Future of Innovation in Society at Arizona State University. His interests include STEM education reform, innovative learning frameworks, and the future of schooling. His previous research focused on how young adults develop identities centered on the Maker Movement and his dissertation will explore the effect Maker-based initiatives, such as the establishment of school makerspaces, are having on the culture of formal educational institutions. Before starting his doctoral studies, Mr. Weiner served as the founding Program Director for CREATE at Arizona Science Center, a hybrid educational makerspace/ community learning center. He has previous experience as a physics and math instructor at the middle school and high school levels.