Electrifying: One Teacher's Discursive and Instructional Changes through Engagement in E-Textiles to Teach Science Content

Autor/inn/en	Tofel-Grehl, Colby; Jex, Eliza; Searle, Kristin; Ball, Douglas; Zhao, Xin; Burnell, Georgia
Titel	Electrifying: One Teacher's Discursive and Instructional Changes through Engagement in E-Textiles to Teach Science Content
Quelle	In: Contemporary Issues in Technology and Teacher Education (CITE Journal), 20 (2020) 2 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-5804
Schlagwörter	Educational Change; Teaching Methods; Learner Engagement; Science Instruction; Hands on Science; STEM Education; Grade 8; Textiles Instruction; Teacher Student Relationship; Experiential Learning; Electronics; Middle School Students; Science Teachers + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; STEM; School year 08; 8. Schuljahr; Schuljahr 08; Teacher student relationships; Lehrer-Schüler-Beziehung; Experiental learning; Erfahrungsorientiertes Lernen; Elektronik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	This paper shares findings from the first of its kind quasi-experimental mixed methods study exploring the potential impacts on teacher instruction through engagement with making and e-textiles. Because engagement in hands-on inquiry has demonstrated strong promise for increasing student interest and engagement in STEM careers, finding curricular approaches that engage students in project-based learning remains important. As such, the Maker Movement and making has gained traction as a possible effort to improve such outcomes. This study shares outcomes from analyses of one teacher's first engagement with teaching eighth-grade science through e-textiles. Four of his classes were taught using his traditional science curriculum while four of his classes were taught with an equivalently designed e-textiles curriculum. Findings indicated that his instruction during e-textiles classes was different in terms of classroom discourse opportunities and engagement. Specifically, students taught in classes with e-textile were afforded more opportunities to engage their own questions with the teacher and engage on a more personal level with him. (As Provided).
Anmerkungen	Society for Information Technology and Teacher Education. P.O. Box 719, Waynesville, NC 28786. Fax: 828-246-9557; Web site: http://www.citejournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01