Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

Tofel‐Grehl, Colby; Fields, Deborah A.; Searle, Kristin A.; Maahs-Fladung, Cathy; Feldon, David F.; Gu, Grace X.; Sun, Chongning

doi:10.1007/s10956-017-9688-y

Cited by 57 publications

(34 citation statements)

References 61 publications

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“…In the MakEY project, makerspaces are being created in a range of settings to which young children from a range of diverse communities have access, including early-years settings, schools, libraries, and museums. Emergent work on makerspaces in early-years settings and primary schools indicates that they have potential value for young children (Marsh, Kumpulainen, Nisha, Velicu, Blum-Ross, Hyatt, et al (2017) [33], Shively, 2017 [34]; Tofel-Grehl, 2017 [35]). One of the aims is to explore how far children's engagement in makerspaces can develop 'maker literacies' in ECE, which is explored in the next section of the paper.…”

Section: Makerspaces and The Maker Movementmentioning

confidence: 99%

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

Marsh

Arnseth

Kumpulainen

2018

MTI

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In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.

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Section: Makerspaces and The Maker Movementmentioning

confidence: 99%

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

Marsh

Arnseth

Kumpulainen

2018

MTI

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“…We note that 43 out of the 46 studies included in our synthesis employed qualitative methods using participant observations, interviews, or student journal entries for data collection. Only three of the studies employed mixed methods and a quasi-experimental design (see [21,22,23]).…”

Section: Synthesis Approachmentioning

confidence: 99%

“…Across all studies included in our synthesis, a total of more than 1,300 youth and adults participated in different kinds of e-textiles activities, with an average group size of 27 learners [23,24,25]. The majority of studies involved middle (44%) and high school (40%) youth between the ages of 12-18 years followed by elementary school students (13%) of ages 8-11 years.…”

Section: Engaging With E-textilesmentioning

confidence: 99%

Electronic Textiles in Computer Science Education

Jayathirtha

Kafai

2019

Proceedings of the 50th ACM Technical Symposium on Computer Science Education

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Just over a decade ago, various electronic textile construction kits have emerged with Arduino-based microcontrollers, sensors, and actuators that can be sewn together with conductive thread to create wearables augmented with new functionalities. These kits were designed to broaden participation in and perspectives about computing along with introducing learners to powerful ideas about circuitry and coding. In this paper, we synthesize 46 studies that have introduced crafts, circuitry, and coding concepts with e-textiles in K-16 education. We found that etextiles have been successful in broadening participation and increasing interest in computing for many youth and adults, especially from underrepresented groups, inside and outside of school. While the e-textiles construction kits have been successful in deepening learning of circuitry concepts, learning of computer science, especially advanced concepts, has been far less attended to with the exception of projects designed by undergraduate students with already significant disciplinary expertise. In the discussion, we suggest directions for future research such as bringing more computing into e-textile designs, creating assessments to capture coding and circuitry learning, and developing models for more advanced projects to leverage the potential of e-textiles for computer science education.

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“…Esto sucede después de que varios autores hayan observado que, en contextos de educación formal o vinculados a la cultura maker, el desarrollo de proyectos de e-textiles promueve el interés de los estudiantes por la informática. De igual forma, con este enfoque se favorece la retención de conceptos complejos y abstractos, así como la electrónica resulta mucho más accesible (Tofel-Grehl et al, 2017). En términos generales, los e-textiles, también conocidos como «textiles electrónicos», son dispositivos electrónicos o wearables que, en español, se traduciría como «tecnología vestible, usable o llevable».…”

Section: La Importancia De Los E-textiles En La Educaciónunclassified

E-textiles para la formación de profesorado en las áreas STEM

Sanchez

2018

Proceedings INNODOCT/18. International Conference on Innovation, Documentation and Education

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En este artículo se aborda la formación del profesorado de educación primaria y secundaria con el objetivo de capacitarlo para el diseño y la aplicación de propuestas didácticas innovadoras enmarcadas en el enfoque STEAM. Se valora la importancia que posee el área multidisciplinar de los e-textiles en la educación y se argumenta cómo el kit de construcción LilyPad puede conformar una pieza clave para que funcionen al mismo nivel todas estas materias en el aula. En este trabajo se describen dos talleres teórico-prácticos, que cuentan con la participación de un total de 32 profesores expertos en diferentes especialidades. Estas acciones educativas se incluyen en el marco de una colaboración entre la autora del texto y los organizadores de proyectos de innovación educativa Aula 3i, que promueven

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Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles

Cited by 57 publications

References 61 publications

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

Electronic Textiles in Computer Science Education

E-textiles para la formación de profesorado en las áreas STEM

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