'I Make, Therefore I Am': The Effects of Curriculum-Aligned Making on Children's Self-Identity
'I Make, Therefore I Am': The Effects of Curriculum-Aligned Making on Children's Self-Identity
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“我创造，故我在”：课程一致性创造对儿童自我认同的影响
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Kaiyuan Chen
中科院分区：
文献类型：
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作者：
Sharon Lynn Chu Yew Yee;Rebecca J. Schlegel;Francis K. H. Quek;A. Christy;Kaiyuan Chen
以前的研究调查的影响，将制作到教育环境中已被限制为快照研究。然而，这些研究不允许调查需要长期发展和培养的方面。我们提出了一个纵向研究，调查的影响，使儿童的程度的科学自我效能感，身份形成可能的科学家和工程师，在科学和学术表现。设计与制造技术的互动被整合到一所公立学校的小学教室的科学课程中，该学校的少数民族学生比例很高，为期一年。结果表明，“创造性课堂”与控制课堂之间，学生的科学倾向从前测到后测都存在显著差异。结果支持的承诺和潜力，使纳入正规学校教育的成长和长期的态度，儿童对科学和干一般。
Prior research investigating the effects of incorporating Making into educational contexts has been limited to snapshot studies. These studies however do not allow for the investigation of aspects that require longer-term development and nurture. We present a longitudinal study that investigates the effects of Making on children's degree of science self-efficacy, identity formation as possible scientists and engineers, and academic performance in science. Designed interactions with Making technology were integrated into the science curriculum of elementary school classrooms in a public school with a high proportion of students from minority populations for a year. Results showed significant differences between the "Making classrooms" and the control classrooms, and from pre- to post-test on the students' inclination towards science. The results support the promise and potential of incorporating Making into formal schooling on the growth and long-term attitudes of children towards science and STEM in general.
影响因子：
7.6
作者：
SETTERLUND, MB;NIEDENTHAL, PM
通讯作者：
NIEDENTHAL, PM
影响因子：
7.6
作者：
SWANN, WB;STEINSEROUSSI, A;GIESLER, RB
通讯作者：
GIESLER, RB