Project MAPLE: MAkerspaces Promoting Learning and Engagement

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)，显著提高K-12学龄前学生和教师在科学、技术、工程和数学(STEM)方面的学习和教学。该项目计划开发和研究一系列元认知策略，以支持陷入困境的中学生在创造空间体验期间的学习和参与。MakerSpace运动获得了认可和势头，导致许多学校将MakerSpace技术和相关课程实践整合到课堂中。这项研究将狭隘地集中于建立如何通过使用元认知策略来改善从事设计学习的障碍的基础性理解。该项目计划转化和应用关于元认知策略在支持学习困难的学生中的使用的研究，以开发教师可以实施的方法，以增加那些在学业上最难达到的学生的机会。项目战略、课程和其他资源将通过现有的外展网站、研究简报、面向研究人员和实践者的同行评议出版物以及为那些对中学为不同学习者创造空间感兴趣的人举办的网络研讨会来传播。这项研究将解决缺乏研究的问题，以告知实践者哪些教学支持有助于陷入困境的学习者参与这些创造空间的体验。该项目将重点关注中学学习困难的两类学生，学习障碍学生和有学习失败风险的学生。在制造空间活动中关注元认知的理论基础来自于关于学习障碍学生和其他有困难的学习者的文献，这些文献表明他们在元认知思维方面存在困难。将使用多种工具来测量在研究过程中被发现相关的元认知过程。该项目将暂时专注于持之以恒(关于制定的态度)、迭代(富有成效的斗争)和意向性(以增量步骤进行计划)。这项工作将为那些学习困难的中学生提供新的教学实践的证据基础，以便他们在Maker学习体验中体验到更多的成功。

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.