Making in schools: student learning through an e-textiles curriculum.
Making and maker spaces have attracted increasing attention as potential sites for supporting K-12 student learning in science, technology, engineering, and mathematics (STEM) and as a means of competency development for computational and design thinking as well as technological literacy. While inte...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 41; no. 5; pp. 740 - 762 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=145700051&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 145700051 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Oct2020 vid: 41 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 145700051 10.1080/01596306.2020.1769937 ppf: 740 ppct: 22 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.1MB tig: atl: Making in schools: student learning through an e-textiles curriculum. aug: au: Hébert, Cristyne Jenson, Jennifer affil: Faculty of Education, University of Regina, Regina, Canada Faculty of Education, University of British Columbia, Vancouver, Canada su: Technological literacy Construction projects Makerspaces Electrotextiles Design thinking Ontario sug: subj: Ontario Technological literacy Construction projects Makerspaces Electrotextiles Design thinking keyword: circuitry coding e-textiles Making student learning ab: Making and maker spaces have attracted increasing attention as potential sites for supporting K-12 student learning in science, technology, engineering, and mathematics (STEM) and as a means of competency development for computational and design thinking as well as technological literacy. While interest in making and maker spaces is high, little empirical research has been conducted that evaluates student learning through making in K-12 classroom spaces. In this study, we address this gap examining student learning through a making project: the construction of e-textiles, in this case, wearable hats, in a unit delivered in both a series of after-school workshops and as in-class lessons in a school in Ontario, Canada. Results demonstrated that students increased their understandings of coding and circuitry through making. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
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