Transforming maker mindsets: A case study of elementary students in a maker education context during lesson study

IF 3.7 2区 教育学 Q1 Social Sciences
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Abstract

Utilizing a case study approach, this research investigates the transformation of elementary students' Maker mindsets within the context of Maker education through a lesson study cycle. The study focuses on the Maker mindsets transformation of three students with varying abilities, deliberately chosen as information-rich participants. A project-specific questionnaire, the Maker Mindsets Scale, was employed to facilitate self-assessment of Maker mindsets before and after intervention. Additionally, teachers' post-lesson discussion meetings were observed, and semi-structured interviews with participating teachers were conducted to gauge their perceptions of students' Maker mindsets transformation. The analysis encompassed students' semi-structured reflection logs and interviews to uncover the underlying factors driving Maker mindsets transformation. The results revealed distinct variations in how students of different abilities perceived their Maker mindsets transformation. Nonetheless, participant teachers consistently observed transformations in STEM (Science, Technology, Engineering, Mathematics) thinking skills, self-efficacy, motivation, and collaborative learning across all students. The study further identifies a collaborative convergence of multiple factors contributing to Maker mindsets transformation, spanning teacher, student, and pedagogical perspectives. These findings carry significant implications for educators, advocating for the implementation of customized strategies, authentic contextualization, structured methodologies, and collaborative frameworks to holistically nurture Maker mindsets evolution. Moreover, our study underscores the practicality of the LS approach in fostering collaborative development of innovative pedagogical strategies aimed at fostering Maker mindsets formation.

转变创客心态:创客教育背景下的小学生课例研究
本研究采用案例研究法,通过一个课程研究周期,调查创客教育背景下小学生创客思维的转变。研究重点关注三名能力各异的学生的创客思维转变,他们是特意挑选的信息丰富的参与者。研究采用了一份项目专用问卷--创客心态量表,以便于在干预前后对创客心态进行自我评估。此外,还观察了教师的课后讨论会议,并对参与教师进行了半结构化访谈,以了解他们对学生创客思维转变的看法。分析包括学生的半结构化反思日志和访谈,以揭示推动创客思维转变的潜在因素。结果显示,不同能力的学生对创客思维转变的看法存在明显差异。然而,参与研究的教师一致观察到所有学生在 STEM(科学、技术、工程、数学)思维能力、自我效能感、学习动机和协作学习方面的转变。这项研究进一步确定了促进创客思维转变的多种因素的协作融合,这些因素跨越了教师、学生和教学的视角。这些发现对教育工作者具有重要意义,倡导实施定制策略、真实情境、结构化方法和协作框架,以全面培养创客思维的发展。此外,我们的研究还强调了通识教育法在促进创新教学策略的合作开发方面的实用性,旨在促进创客思维的形成。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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