Literaturnachweis - Detailanzeige
Autor/inn/en | Jocius, Robin; Albert, Jennifer; Andrews, Ashley; Blanton, Melanie |
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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 |
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 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 |