Project MAPLE: MAkerspaces Promoting Learning and Engagement

探索研究K-12项目（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pre -12学生和教师对科学、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，许多学校将创客空间技术和相关课程实践融入课堂。本研究将集中于建立一个基本的理解，即如何通过使用元认知策略来改善参与设计学习的障碍。该项目计划翻译和应用元认知策略的研究成果，以支持苦苦挣扎的学习者开发教师可以实施的方法，以增加最难达到学业目标的学生的机会。项目策略、课程和其他资源将通过现有的外联网站、研究简报、针对研究人员和从业者的同行评审出版物以及针对不同学习者的中学生创客空间感兴趣的网络研讨会来传播。该研究将解决缺乏研究的问题，以告知从业者哪些教学支持可以帮助困难的学习者参与这些创客空间体验。该项目将重点关注两类努力学习的中学生，有学习障碍的学生和有学业失败风险的学生。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挣扎学习者的文献，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发现的相关元认知过程。项目将暂时集中于持久性（关于制作的态度），迭代（生产斗争）和意向性（增量步骤的计划）。这项工作将为努力学习的中学生提供新的教学实践的证据基础，使他们能够在创客学习体验中获得更多的成功。

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.