ABSTRACT

This article presents findings from a design-based research study that investigated curriculum implementation in a makerspace with a grade six teacher and her class over the course of one year. In comparing the figured worlds of classroom and makerspace, the authors explore through the examples of three students and the teacher how they each adopted personal improvisations from the makerspace into the culture of the classroom, leading to developments in agency and identity on the part of all. In particular, by engaging in collaborative design-based research, the teacher was able to embrace the iterative, collaborative, risk-taking nature of maker culture, which led her to rethink and transform her teaching practice. Findings suggest that the makerspace serves as a specialized learning environment in which teachers can prototype inquiry-based approaches to curricular learning.

摘要

本文介绍了一项基于设计的研究的结果，该研究调查了六年级教师及其班级在创客空间中的课程实施情况，历时一年。在比较课堂和创客空间的虚拟世界时，作者通过三个学生和老师的例子探讨了他们各自如何将创客空间中的个人即兴创作融入课堂文化，从而导致所有人的能动性和身份认同的发展. 特别是，通过参与基于设计的协作研究，这位教师能够接受创客文化的迭代、协作和冒险的本质，这促使她重新思考和转变她的教学实践。