Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education

Blackley, Susan; Sheffield, Rachel; Maynard, Nicoleta; Koul, Rekha; Walker, Rebecca

doi:10.14221/ajte.2017v42n3.2

Cited by 50 publications

(31 citation statements)

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“…As a response to declining numbers in students' preferences for STEM, young students' interest in STEM needs to be stimulated throughout schooling. The maker movement, as a key part of a third industrial revolution, provides opportunities for the creation of STEM-related artifacts through experiential learning and social interactions [45]. The makerspace ethos holds that knowledge is best acquired by a combination of theoretical (theora) and practical (praxis) approaches through building things that are concrete and sharable [12].…”

Section: Creativitymentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

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Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

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Section: Creativitymentioning

confidence: 99%

Makerspaces in First-Year Engineering Education

2019

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“…FeTeMM bütünleştirilmiş eğitimine ilişkin olarak yürütülen çalışmaların matematik ve fen bilgisi öğretmen adaylarının tutumlarını olumlu yönde geliştirdiği belirlenmiştir (Corlu, Capraro & Çorlu, 2015). Araştırmalar incelendiğinde, öğretmen adaylarının FeTeMM etkinliklerini öğretimde etkili bir şekilde kullanabilmeleri için deneyimlerini inceleyen çalışmaların sayısında artış olduğu görülmektedir (Adams, Miller, Saul & Pegg, 2014;Corlu, Capraro & Çorlu, 2015;Blackley, et al, 2017). Ancak öğretmen yetiştirme programları dikkate alındığında, ülkemizde birleştirilmiş FeTeMM eğitimine yönelik bir program henüz oluşturulmamıştır.…”

Section: Introductionunclassified

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

Hacıömeroğlu¹

2018

IOJES

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This study aims at examining elementary pre-service teachers' integrative STEM intentions. In this quantitative study, data were gathered from 401 elementary pre-service teachers who were enrolled in two public universities. Results of the study revealed that pre-service teachers' integrative STEM intentions were positive in general. In addition, regarding knowledge, attitude, value, subjective norm, perceived behavioral control, and behavioral intention, elementary pre-service teachers seemed to hold positive views for integrative STEM teaching. Findings of this study showed that there was no significant difference between pre-service teachers' scores on knowledge, attitude, value, perceived behavioral control, and behavioral intention regarding gender. However, there was a significant difference between pre-service teachers' scores on subjective norm regarding gender. In the same way, there was a significant difference between pre-service teachers' scores on perceived behavioral control and behavioral intention regarding the years spent in the program. However, there was no significant difference between pre-service teachers' scores on knowledge, attitude, value and subjective norm regarding the years spent in the program. Moreover, there was a significant difference between pre-service teachers' scores on knowledge regarding school variable.© 2018 IOJES. All rights reserved Keywords:1 Elementary pre-service teacher, STEM teaching, intention Extended SummaryResearch studies conducted with pre-service teachers focusing on integrative approaches in STEM teaching has been increasing over the years (Corlu, 2014;Corlu, Capraro & Çorlu, 2015, Lin & Willams, 2016. Among these research studies, pre-service teachers' perceptions of STEM education have been examined for different subjects such as science, mathematics, and chemistry. Therefore, research studies are suggesting the need for measuring elementary pre-service teachers' intentions for integrative STEM teaching. This current study aimed to examine elementary pre-service teachers' integrative STEM teaching Intentions. MethodIn this quantitative study, survey method was utilized to examine elementary pre-service teachers' integrative STEM teaching intentions. For this reason, data were gathered from 401 pre-service teachers who were majoring in elementary teacher education program at two public universities. Data were collected from third and fourth year pre-service teachers. The sample consists of 95 male and 306 female pre-service teachers. Elementary pre-service teachers' scores on integrative STEM intentions questionnaire were analyzed by using descriptive and inferential statistics. Independent t-tests were performed to investigate whether or not there is a significant difference between integrative STEM intentions questionnaire scores of the pre-service teachers regarding gender, years spent in the program, and school.

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“…Nous nous rallions à Marton et Booth (1997), qui conceptualisent l'apprentissage en termes cette formation Bricoleur était informée par divers fondements théoriques. Nous nous sommes inspirés de deux études récentes qui soulignent l'importance de faire vivre des expériences de bricolage au personnel enseignant afin qu'il puisse mettre en oeuvre une pédagogie centrée sur le bricolage (Blackley, Sheffield, Maynard, Koul et Walker, 2017 ;Paganelli, Cribbs, Huang, Pereira, Huss, Chandler et Paganelli, 2017). En effet, notre formation visait la création d'expériences collaboratives de bricolage, dans une perspective d'apprentissage socioconstructiviste (Vygotski, 1978) et sociomatérielle (Mills, 2015), soutenant la coconstruction de la compréhension dans les interactions entre humains et matériaux.…”

Section: La Conception D'une Formation Bricoleurunclassified

La formation Bricoleur : un modèle informé par les expériences et voix du personnel enseignant

Cotnam-Kappel

Hagerman

Duplàa

2020

rse

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−Cet article met en lumière les expériences d'apprentissage de 21 membres du personnel enseignant qui ont suivi une formation Bricoleur (Maker) de cinq jours. Nos analyses, fondées sur des données multimodales (gazouillis, cartes de réflexion et messages Padlet) et des entrevues, nous permettent de proposer un modèle de formation Bricoleur, destiné au personnel enseignant, qui souligne l'importance de : s'orienter vers la communauté, se situer dans un espace bricoleur, collaborer, explorer et bricoler, réfléchir, construire son identité et s'engager avec des recherches. Notre étude fait ainsi avancer les réflexions théoriques sur cette question en partageant les expériences d'apprentissage de nos participants.

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Makerspace and Reflective Practice: Advancing Pre-service Teachers in STEM Education

Cited by 50 publications

References 4 publications

Makerspaces in First-Year Engineering Education

Makerspaces in First-Year Engineering Education

Examining Elementary Pre-service Teachers’ Science, Technology, Engineering, and Mathematics (STEM) Teaching Intention

La formation Bricoleur : un modèle informé par les expériences et voix du personnel enseignant

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