“How Can I Build a Model if I Don’t Know the Answer to the Question?”: Developing Student and Teacher Sky Scientist Ontologies Through Making
“How Can I Build a Model if I Don’t Know the Answer to the Question?”: Developing Student and Teacher Sky Scientist Ontologies Through Making
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“如果我不知道问题的答案，我如何建立模型？”：通过制作开发学生和教师天空科学家本体
DOI：
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发表时间：
2019
影响因子：
2.2
通讯作者：
M. Jacobsen
中科院分区：
文献类型：
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作者：
Sandra Becker;M. Jacobsen
创客空间为在学校中构建和共享知识提供了一个可行的选择。在设计、修修补补和游戏中，学习者通过制作进行的是能力，如创造、解决问题和创新的能力，这被教育政策制定者认定为关键。本文总结了加拿大一所小学的一项研究结果，在这项研究中，一名研究人员和一名六年级教师合作，共同设计、制定和反思了一个专注于天空科学的MakerSpace项目。与学生的结果显示，更高的参与度，更深入的学习，以及一种超越一个科学主题研究的存在方式。与教师的结果表明，学习设计的教学思维发生了变化，以提高学生发展自己问题的能力，建立模型试图回答这些问题，并体现科学家的本体论。
Makerspaces provide a viable option for constructing and sharing knowledge in schools. Inherent in the designing, tinkering, and playing that learners engage in through making are competencies, such as the ability to create, problem solve, and innovate, decreed as critical by education policymakers. This paper summarizes results from a study in a Canadian elementary school in which a researcher and a sixth grade teacher worked collaboratively to co-design, enact, and reflect on a makerspace project focused on sky science. Results with students showed higher engagement, deeper learning, and a way of being that extended beyond the study of one science topic. Results with the teacher demonstrated changes in pedagogical thinking about learning designs to enhance students’ abilities to develop their own questions, to build models in attempts to answer those questions, and to embody the ontology of a scientist.