教师作为反思性学习体验设计师:将设计思维带入校本设计和创客教育

Q1 Social Sciences
Noora Bosch , Tellervo Härkki , Pirita Seitamaa-Hakkarainen
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引用次数: 0

摘要

以学校为基础的设计和创客教育培养21世纪的能力。教师在将探索性设计思维和数字制造融入学校方面发挥着至关重要的作用;然而,在设计、实施和反思这些过程方面仍然存在差距。本研究将教师定位为学习经验的反思设计者。本案例研究概述了学习设计的关键要素,并探讨了为13-14岁学生量身定制的项目实施。一项主题、理论和数据驱动的分析考察了教师和研究型教师(Noora,第一作者)在教学实践和教师角色方面的现场反思和反思所面临的挑战和机遇。三个相互交织的主题出现了:设计领导,合作和共同教学,以及(共同)反思。通过(共同)反思,他们组织并领导了设计过程,同时发展了他们的专业技能。文章亦提倡教师应有的思维及技能,强调专业发展及合作对提升校本设计及创客教育质素的重要性。这些见解可以指导现有框架的应用和发展,以帮助教师、研究人员和其他促进者将创造性的实践学习经验引入正规教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teachers as reflective learning experience designers: Bringing design thinking into school-based design and maker education
School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.
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来源期刊
CiteScore
7.20
自引率
0.00%
发文量
73
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