Project MAPLE: MAkerspaces Promoting Learning and Engagement

MAPLE 项目：MAkerspaces 促进学习和参与

• 批准号: 1721236
• 负责人: Lisa Bievenue
• 金额: $ 66.93万
• 依托单位: University of Illinois at Urbana-Champaign
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1721236&HistoricalAwards=false
• 关键词: Project; MAPLE; MAkerspaces; Promoting; Learning

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). The project plans to develop and study a series of metacognitive strategies that support learning and engagement for struggling middle school students during makerspace experiences. The makerspace movement has gained recognition and momentum, which has resulted in many schools integrating makerspace technologies and related curricular practices into the classroom. The study will focus narrowly on establishing a foundational understanding of how to ameliorate barriers to engaging in design learning through the use of metacognitive strategies. The project plans to translate and apply research on the use of metacognitive strategies in supporting struggling learners to develop approaches that teachers can implement to increase opportunities for students who are the most difficult to reach academically. Project strategies, curricula, and other resources will be disseminated through existing outreach websites, research briefs, peer-reviewed publications for researchers and practitioners, and a webinar for those interested in middle-school makerspaces for diverse learners.The research will address the paucity of studies to inform practitioners about what pedagogical supports help struggling learners engage in these makerspace experiences. The project will focus on two populations of struggling learners in middle schools, students with learning disabilities, and students at risk for academic failure. The rationale for focusing on metacognition within makerspace activities comes from the literature on students with learning disabilities and other struggling learners that suggests that they have difficulty with metacognitive thinking. Multiple instruments will be used to measure metacognitive processes found to be pertinent within the research process. The project will tentatively focus on persistence (attitudes about making), iteration (productive struggle) and intentionality (plan with incremental steps). The work will result in an evidence base around new instructional practices for middle school students who are struggling learners so that they can experience more success during maker learning experiences.

探索研究K-12计划（DRK-12）旨在通过研究和开发创新资源，模型和工具（RMT），显着提高学前班学生和教师的科学，技术，工程和数学（STEM）的学习和教学。该项目计划开发和研究一系列元认知策略，以支持在创客空间体验中苦苦挣扎的中学生的学习和参与。创客空间运动获得了认可和动力，这导致许多学校将创客空间技术和相关课程实践融入课堂。 这项研究将集中在建立一个基本的理解，如何改善障碍，通过使用元认知策略从事设计学习。该项目计划翻译和应用关于使用元认知策略的研究，以支持苦苦挣扎的学习者制定教师可以实施的方法，以增加最难达到学术的学生的机会。项目战略、课程和其他资源将通过现有的外联网站、研究简报、供研究人员和从业人员使用的同行评审出版物以及为那些对面向不同学习者的中学创客空间感兴趣的人举办的网络研讨会进行传播。研究将解决研究不足的问题，以告知从业人员哪些教学支持有助于困难的学习者参与这些创客空间体验。该项目将侧重于两个群体的努力学习者在中学，学习障碍的学生，和学生的学业失败的风险。在创客空间活动中关注元认知的基本原理来自于关于学习障碍学生和其他学习困难学生的文献，这些文献表明他们在元认知思维方面有困难。多种工具将被用来衡量元认知过程中发现是相关的研究过程。该项目将暂时专注于持久性（关于制作的态度），迭代（生产性斗争）和意向性（渐进式计划）。这项工作将为正在努力学习的中学生提供一个新的教学实践的证据基础，以便他们在创造者学习体验中获得更多的成功。

项目成果

Understanding Instructional Challenges and Approaches to Including Middle School Students with Disabilities in Makerspace activities: A cross-case analysis

了解将残疾中学生纳入创客空间活动的教学挑战和方法：跨案例分析

• DOI: 10.1145/3386201.3386208
• 发表时间: 2020
• 期刊: FabLearn '20: Proceedings of the FabLearn 2020 - 9th Annual Conference on Maker Education
• 作者: Lee, Chung eun;Samuel, Noah;Israel, Maya;Arnett, Heather;Bievenue, Lisa;Ginger, Jeffrey;Perry, Michele
• 通讯作者: Perry, Michele

Towards an Inclusive Model of Makerspace Educator Professional Development: Implications for Students with Disabilities and At-Risk

迈向创客空间教育工作者专业发展的包容性模式：对残疾和高危学生的影响

• DOI: 10.1145/3386201.3386209
• 发表时间: 2020
• 期刊: FabLearn 2020
• 作者: Lee, Chung eun;Arnett, Heather;Samuel, Noah;Bievenue, Lisa;Ginger, Jeffrey;Israel, Maya
• 通讯作者: Israel, Maya