A Study in Contradictions: Exploring Standards-Based Making in Elementary Classrooms

Autor/inn/en	Jocius, Robin; Albert, Jennifer; Andrews, Ashley; Blanton, Melanie
Titel	A Study in Contradictions: Exploring Standards-Based Making in Elementary Classrooms
Quelle	In: Journal of Educational Research, 113 (2020) 5, S.396-403 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jocius, Robin) ORCID (Andrews, Ashley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1838409
Schlagwörter	Interdisciplinary Approach; Standards; Elementary School Teachers; Educational Practices; Imagination; Play; Teacher Collaboration; Elementary School Students; School Districts; Rural Schools; Suburban Schools; Transformative Learning; Thinking Skills; Program Descriptions; Design; Instructional Materials; Educational Technology; Teacher Attitudes + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Standard; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Spiel; Lehrerkooperation; School district; Schulbezirk; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Pädagogische Transformation; Denkfähigkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerverhalten
Abstract	This paper explores the integration of interdisciplinary, standards-based making in elementary classrooms through an investigation of teachers' navigation of contradictions between traditional academic practices and the playful, imaginative, and collaborative design thinking that characterizes making. Empirical findings are reported from a three-year, NSF-funded research project that involved the integration of standards-based Mobile Maker Kits into 15 elementary schools within a suburban-rural Southern school district. Drawing on a framework that recognizes making and formal learning as interactive activity systems, this qualitative study illustrates how teachers experienced and resolved contradictions as they integrated the kits into their classrooms. We conclude by discussing how integrating standards-based making provides opportunities for transformative learning that allows students and teachers to engage in creative production, design thinking, and experimentation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01