EAGER:MAKER: University of Hawaii MakerSTEM

夏威夷大学MakerSTEM项目利用“制造”如何积极吸引参与者参与真实的科学和工程实践的知识，探索了中学科学教育中教师准备的新模式。职前教师将在夏威夷海洋生物研究所的创客空间实验室工作室设计和重复他们自己的科学调查和课堂教学材料。在强调为学生提供创客机会的同时，教师也需要这些经验来成为现代STEM学习的合格导师和熟练促进者。MakerSTEM将帮助夏威夷的职前教师培养科学调查和设计实践的熟练程度，并成为学生驱动的主动学习的创新者。在一个教师的职业生涯中，累积的影响可能会影响4500名学生。如果成功，这种基于创客的方法可以转移到其他教师培训项目中，通过赋予教师与21世纪STEM职业相匹配的深厚教学内容知识和技能，有可能改变K-12科学教育。本项目的智力价值包括：1)将创客空间设计原则应用于科学教师资格认证项目的有效性；2)通过纵向案例研究方法，研究创客STEM实验室环境对职前教师STEM学习和实践的影响。从这项研究中获得的知识将产生一个新的启发式模型，用于如何将制作有效地纳入STEM教师教育。这条调查路线将开始进一步为基于证据的教学实践提供信息，以改善学习成果，并为大学创客实验室中STEM学习的广义接地理论做出贡献。这些见解可能会为大学校园提供科学和科学教育的方式带来新的可能性。在大学创客实验室中出现的学习者社区的潜力可能会重塑STEM大学的整体学习体验，使学生能够解决学生定义的问题，并以与专业实践相似的方式建立合作伙伴关系。

Leveraging knowledge about how "Making" actively engages participants in authentic science and engineering practices, the University of Hawaii MakerSTEM project explores a new model for teacher preparation in secondary science education. Pre-service teachers will design and iterate their own science investigations and classroom instructional materials in a makerspace lab studio at the Hawaii Institute for Marine Biology. While much emphasis has been placed on providing maker opportunities for students, teachers also need these experiences to become qualified mentors and proficient facilitators of modern STEM learning. MakerSTEM will help pre-service teachers in Hawaii to develop proficiency in scientific investigation and design practices, and to become innovators of student-driven active learning. The cumulative impact over the course of a single teacher's career could reach 4,500 students. If successful, this maker-based approach can be transferred to other teacher training programs, potentially transforming K-12 science education by empowering teachers with deep pedagogical content knowledge and skills that align with 21st Century STEM careers.The intellectual merit of this project includes investigation of 1) the efficacy of applying makerspace design principles to a science teacher credential program and 2) the impact of MakerSTEM lab environment on pre-service teacher STEM learning and practice through a longitudinal case-study approach. Knowledge gained from this research will result in a new heuristic model for how making can be effectively incorporated into STEM teacher education. This line of investigation will begin to further inform evidence-based teaching practices to improve learning outcomes and contribute to a generalized grounded theory of STEM learning in college maker labs. These insights may catalyze novel possibilities for the way science and science education is offered on college campuses. The potential for communities of learners to emerge within university maker labs may remodel the overall STEM college learning experience, enabling students to address student-defined problems and build collaborative partnerships in a way that parallels professional practices.