The research of social-design-based maker education: based upon “The old man and the sea” text

Hung, Pei-Hua; Gao, Yang; Lin, Rungtai

doi:10.1080/02188791.2019.1572593

Cited by 7 publications

(3 citation statements)

References 10 publications

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“…On the other hand, students can learn and develop their learning experience by doing projects. Some researchers mentioned that maker education is a learner-centered learning activity, which is beneficial to computational learners to consolidate their understanding and transfer their knowledge and learning from their peers (Bower et al, 2017;Hung et al, 2019). Based on this, we integrated maker education in this study with the aim of providing many practical opportunities to give them a deeper understanding of computational thinking skills.…”

Section: Methodsmentioning

confidence: 99%

To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course

et al. 2020

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With the swift development of technology in recent years, entrepreneurs are facing rapid changes in industry. To cope with such changes at home and abroad, The Ministry of Education is actively promoting innovative education with the aim of cultivating students' entrepreneurship. On this basis, this study proposes an innovative curriculum design based on an Internet-of-Things (IoT) programming course. The reason is that it develops computational thinking skills while students are learning programming and also cultivates logical thinking skills and problem-solving skills, which are critical to entrepreneurship. We also design a number of learning activities that enable students to express their opinions and ideas while gaining more knowledge through peer interaction and discussion. Overall, this study explores the impact of "maker education" on students' attitudes toward computer thinking. The results indicate that maker education has a positive impact on their ability to learn computer skills. In terms of learning motivation, students are not motivated by maker education and reduce their confidence on the curriculum. The reason may be that the curriculum requires the acquisition of software and hardware skills, which will increase the student's learning burden, so they more likely to encounter learning disabilities.

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Section: Methodsmentioning

confidence: 99%

To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course

et al. 2020

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“…Although the main purpose of maker education is to foster students' creativity and practical thinking [7], making is becoming an activity that students follow, which involves imitating teachers and runs counter to innovation-based exploration [8]. Making, to some extent, can bring students a sense of accomplishment, but the aim of maker courses is not just to finish products and operate the equipment [9]. Some researchers have found and pointed out these problems.…”

Section: Introductionmentioning

confidence: 99%

“…To improve the quality of learning, many researchers have redesigned the maker education model to improve students' learning performance. For instance, Hung, Gao, and Lin came up with a maker education model based on social design, which focused on the design-thinking process and brought students a sense of accomplishment [9]. This indicated that making maybe influence learning through thinking.…”

Section: Introductionmentioning

confidence: 99%

Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education

et al. 2023

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Learning through making enhances the learning experience and effectively develops learners’ creativity. In this regard, maker education has been extensively incorporated into school education as a vital learning environment. However, less is known about how making advances students’ creativity in maker education. Therefore, this study aimed to explore relationships among making, tinkering, and creating. A total of 372 middle school students enrolled in maker courses through the 2021–2022 school year were surveyed. They completed a questionnaire concerning learning engagement, individual creativity, collective creativity, and learning motivation. Structural equation modeling (SEM) was employed to test the hypotheses proposed in this study. The results revealed significant relationships among learning engagement, individual creativity, and collective creativity. Specifically, behavioral engagement positively predicted emotional and cognitive engagement. Moreover, both emotional and cognitive engagement positively related to collective creativity, while only the effect of cognitive engagement on individual creativity was observed. The direct effects of behavioral engagement on individual and collective creativity were not significant. Furthermore, emotional and cognitive engagement mediated the association between behavioral engagement and collective creativity, while only cognitive engagement played a mediating role between behavioral engagement and individual creativity. In addition, the moderating analysis showed that learning motivation moderated the association between behavioral engagement and emotional engagement in school-maker education. Some implications for integrating maker education into school education and cultivating students’ creativity were discussed.

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Promoting students' creative self-efficacy, critical thinking and learning performance: An online interactive peer assessment approach guided by constructivist theory in maker activities

Wang,

Huang,

Han

et al. 2024

Thinking Skills and Creativity

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The research of social-design-based maker education: based upon “The old man and the sea” text

Cited by 7 publications

References 10 publications

To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course

To Cultivate Creativity and a Maker Mindset Through an Internet-of-Things Programming Course

Linking Making and Creating: The Role of Emotional and Cognitive Engagement in Maker Education

Promoting students' creative self-efficacy, critical thinking and learning performance: An online interactive peer assessment approach guided by constructivist theory in maker activities

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