"I See Students Differently": Following the Lead of Maker Educators in Defining What Counts as Learning
"I See Students Differently": Following the Lead of Maker Educators in Defining What Counts as Learning
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DOI：
10.3389/feduc.2020.00121
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发表时间：
2020-09-02
影响因子：
2.3
通讯作者：
Petrich, Mike
中科院分区：
文献类型：
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作者：
Bevan, Bronwyn;Ryoo, Jean J.;Petrich, Mike
随着Maker项目在学校和校外环境中的扩大，调查制作和学习之间的联系出于许多原因是重要的，尤其是为了建立致力于实践的教育工作者所需的证据基础。在本文中，我们认为，作为一个相对较新的研究领域，制作研究可以受益于研究者与实践先驱和继续发展这一实践的实践者之间的密切对话。我们分享了一个研究-实践合作伙伴关系如何试图扩大非正式教育工作者的声音，领导课后制作程序来解决研究问题：课后制作程序如何支持学生学习，这些学习是有价值的和与上学时间相关的？我们展示了研究-实践伙伴关系如何帮助完善了一个教学框架，该框架描述了制作和修整的学习层面，反映了致力于为年轻人，特别是来自社会经济和种族边缘化社区的年轻人提供解放形式教育的非正式教育者的价值观和专业知识。
With the expansion of maker programs in school and out-of-school settings, investigating the connections between making and learning is important for many reasons, not least to build the evidence base needed by educators committed to its practice. In this paper, we argue that, as a relatively new area of inquiry, studies of making can benefit from close dialogue between researchers and the practitioners who have pioneered and continue to develop the practice. We share how a research-practice partnership sought to amplify the voices of informal educators leading afterschool maker programs to address the research question: How can afterschool maker programs support student learning that is valued and relevant to the school day? We show how the research-practice partnership helped to refine a pedagogical framework describing learning dimensions of making and tinkering in ways that reflect the values and expert knowledge of informal educators committed to liberatory forms of education for young people, particularly those from socio-economically and racially marginalized communities.