Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities

Pitkänen, Kati; Iwata, Megumi; Laru, Jari

doi:10.1016/j.ijcci.2020.100207

Cited by 25 publications

(17 citation statements)

References 25 publications

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“…Iversen et al, 2017 , Kinnula et al, 2017 ) as well as the importance of teachers in this quest (e.g. Sanchez Milara et al, 2020 , Pitkänen et al, 2020 ). The pandemic has emphasized further their role as enablers of children’s digital fabrication and making activities: comprehensive schools have mostly remained open in Finland during the pandemic, while many leisure-time clubs have been closed.…”

Section: Discussionmentioning

confidence: 99%

The show must go on! Strategies for making and makerspaces during pandemic

Kinnula

Milara

Norouzi

et al. 2021

International Journal of Child-Computer Interaction

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Section: Discussionmentioning

confidence: 99%

The show must go on! Strategies for making and makerspaces during pandemic

Kinnula

Milara

Norouzi

et al. 2021

International Journal of Child-Computer Interaction

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“…Managing teaching and learning programs, such as: formulating competency objectives and indicators, recognizing and being able to use teaching methods, selecting and compiling appropriate instructional procedures (I feel quite mastered because there are guidelines in the textbook); in line with the results of Ridwan's research (2014) a teacher who has the ability and good understanding in terms of teaching plans, teaching abilities, teaching material according to his expertise, providing subject matter in accordance with the objectives in the curriculum (KTSP), understanding the characteristics of students, guiding and observing the development of students , provide an assessment (evaluation) using suitable teaching methods, use learning media, create a good learning environment, apply discipline to students, and participate in assisting the implementation of school administration. Then these teachers can carry out their duties effectively and efficiently, they not only play a function as subjects who transfer knowledge to students, but also perform tasks as facilitators (Pitkänen, Iwata, & Laru, 2020).…”

Section: Conclusion and Recommendationmentioning

confidence: 99%

Teacher Professionalism Development

Agustina,

Suriansyah,

Asniwati

2021

JK6EM

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The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.

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“…To reach the stage of understanding, CT in a computational physics course requires strategies and learning media to practice these skills. Several studies using scaffolding have been shown to improve problemsolving abilities (M. C. Kim & Hanna, 2011), collaboration (Huang et al, 2012), digital fabrication (Pitkänen et al, 2020), and computational thinking (Angeli & Valanides, 2020;Basu et al, 2017;Gennari et al, 2016;Touretzky et al, 2013). Scaffolding is also effective in fostering students' group discourse levels and learning outcomes (Huang et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of granular simulation for integrating computational thinking into computational physics courses

et al. 2021

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Computational thinking (CT) is an essential skill in the twenty-first century. The computational physics course (CPC) is one subject that is designed to support students in the practice of CT. Many studies show that the worksheets could be a solution in a CPC as a scaffold to achieve the CT objectives both online and offline. The study aims to develop the worksheet and integrate it with CT in a computational physics course. This study applied the research and development (R & D) method with the ADDIE model approach. In the results, the evaluation test from the experts reached a very good interpretation score based on the learning media expert (96%), the teaching material expert (95%), and the pedagogy experts (92%). So that this media is declared feasible to be used in the CPC. Furthermore, after the experimental study of students who took the computational physics course (n = 31), the study showed that the modified course could significantly improve student skills regarding overall CT (p value <0.05). However, this research also found that cooperative learning as part of CT had no improvement (p value >0.05). The experiment was conducted amid the COVID 19 pandemic wherein the students could only study at home for the whole semester. These findings indicate that the pandemic has impacted the collaborative skills of students on the course.

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Exploring technology-oriented Fab Lab facilitators’ role as educators in K-12 education: Focus on scaffolding novice students’ learning in digital fabrication activities

Cited by 25 publications

References 25 publications

The show must go on! Strategies for making and makerspaces during pandemic

The show must go on! Strategies for making and makerspaces during pandemic

Teacher Professionalism Development

Development and evaluation of granular simulation for integrating computational thinking into computational physics courses

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