“How Can I Build a Model if I Don’t Know the Answer to the Question?”: Developing Student and Teacher Sky Scientist Ontologies Through Making

Becker, Sandra; Jacobsen, Michele

doi:10.1007/s10763-019-09953-8

Cited by 16 publications

(15 citation statements)

References 25 publications

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“…Riley did acknowledge that after cycle one her perspective changed ontologically. That is, she realized that her students were thinking like and becoming scientists (Becker and Jacobsen, 2019). "I've actually kind of switched my thinking and it's not about the product at the end, even though that's what I've been saying.…”

Section: Promoting Student Choice In Topic and Materials For Makingmentioning

confidence: 98%

“…The last two cycles involved researching possible technologies they might use for making, while cycle one included research on early astronomers. In cycle one, they decided it was important for the students to know about astronomers from the past, including the topics that interested them, the theories they developed, and the social and cultural difficulties that emerged for them as a result of their thinking about the night sky (Becker and Jacobsen, 2019). Riley and Sandra also continuously referenced during this cycle what it means to be a scientist with the students (Becker and Jacobsen, 2019) and invited students to reflect on their own thinking and practices as scientists.…”

Section: Engaging In Pre-making Research To Expand Thinkingmentioning

confidence: 99%

“…Though the idea of adding to an already "full" curriculum felt risky at first, Riley regarded the transition to scientific thinking in the makerspace as beneficial. We purport that engaging in pre-making research was important not just for the students but also for Riley, because she became a learner alongside her students and it afforded her a new way of seeing science and learning (Becker and Jacobsen, 2019).…”

Section: Engaging In Pre-making Research To Expand Thinkingmentioning

confidence: 99%

“…Participants prototype ideas with materials ranging from found and recycled items to contemporary digital technologies (such as 3-D printers and laser cutters). Current research suggests that the makerspace environment lends itself to formal educational settings in that learners can prototype, construct, and build conceptual ideas through making (Bevan, 2017;Becker, 2019;Becker and Jacobsen, 2019). Participating in making can support the exploration of topics of study in the school curriculum (Harron and Huges, 2018) and perhaps more importantly, provide authentic opportunities for students to risk take, problem solve, and learn from failure (Oxman Ryan et al, 2016;Paganelli et al, 2016;Becker, 2019;Becker and Jacobsen, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Current research suggests that the makerspace environment lends itself to formal educational settings in that learners can prototype, construct, and build conceptual ideas through making (Bevan, 2017;Becker, 2019;Becker and Jacobsen, 2019). Participating in making can support the exploration of topics of study in the school curriculum (Harron and Huges, 2018) and perhaps more importantly, provide authentic opportunities for students to risk take, problem solve, and learn from failure (Oxman Ryan et al, 2016;Paganelli et al, 2016;Becker, 2019;Becker and Jacobsen, 2019). However, though there is research that supports the overall benefits of making for learning, there is a gap in teacher education and classroom-based research on how curriculum might be enacted in makerspaces (Kjällander et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change

Becker

Jacobsen

2020

Front. Educ.

Self Cite

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In this article, we focus on the case of a Canadian teacher and her students who engaged with a researcher in a year-long design-based research study exploring the implementation of curriculum within a makerspace context. Together, the grade six teacher and researcher co-designed, co-enacted, and co-reflected on three curricular making cycles, one related to sky science, another to mathematical transformations, and a third focused on core concepts of democratic systems. The twofold purpose of this DBR was to promote pedagogical change through designs for making and to articulate design principles that could be utilized when engaging with curriculum for making. Findings show that the makerspace as learning environment and design-based research as methodology provided a double helix scaffold that compelled the teacher to reconsider her frame when enacting curriculum. For this teacher, collaboration on design-based research and designs for learning in the makerspace promoted a shift in pedagogy and led the teacher and her students to rethink notions of curriculum while questioning what is important to know. An expansion of the intervention to engage multiple teachers in multiple sites to determine scalability is recommended. Study findings point to the makerspace as a promising design frame for rethinking curriculum and pedagogical practice.

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Section: Promoting Student Choice In Topic and Materials For Makingmentioning

confidence: 98%

Section: Engaging In Pre-making Research To Expand Thinkingmentioning

confidence: 99%

Section: Engaging In Pre-making Research To Expand Thinkingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change

Becker

Jacobsen

2020

Front. Educ.

Self Cite

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Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

Chen

Terada

2021

J Res Sci Teach

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The eight scientific practices in the Next Generation Science Standards (NGSS) are significant theoretical constructs that reflect the nature of science; they are intended to guide science teaching and learning. Yet, operationalization of these practices in terms of student learning remains limited, and a measurement tool for the eight practices is needed. Using an Interactive-Constructive-Active-Passive (ICAP) theoretical framework, this study develops such a protocol, entitled ICAP to

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Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts

Wang

Lim

Lavonen

et al. 2019

Int J of Sci and Math Educ

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It is a distinct privilege to bring this special issue-themed on Maker-Centred Science and Mathematics Education-to our readership. Maker movements can trace their origins to the culture of vocational education in Germany since the 1980s. As these early cultures of making and improvisation diffused to the New World, they manifested in more formalised physical spaces as makerspaces-initiated by local interest-based communities as well as by private enterprise-in many cities across the US. Makers design artefacts that can be applied in daily life-often in creative ways. Many of the interest-based maker communities openly share their 'making' process using diverse approaches. That is why many makerspaces have been initiated worldwide as bases from which makers design, create and share. Such phenomena have been described as 'maker movements'. Concurrently, many researchers of education practice have begun to investigate issues relating to the introduction of the concept of makers within education. The accompanying educational discourse on the concept of makers is rooted in Dewey's constructivism and its key feature is 'learning by constructing knowledge through the act of making something shareable' (Martinez & Stager, 2013, p. 21). This might also be expressed as 'learning by making' and/or 'making for learning'. Over time, the maker concept has been introduced into K-12 systems around the world. In

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“How Can I Build a Model if I Don’t Know the Answer to the Question?”: Developing Student and Teacher Sky Scientist Ontologies Through Making

Cited by 16 publications

References 25 publications

Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change

Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts

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