東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

School-Based and Museum-Based Makers...

Johnson, Rebecca Helen.

FindBook

Google Book

Amazon

博客來

School-Based and Museum-Based Makerspaces.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School-Based and Museum-Based Makerspaces./
作者:	Johnson, Rebecca Helen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	149 p.
附註:	Source: Masters Abstracts International, Volume: 80-05.
Contained By:	Masters Abstracts International80-05.
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10929427
ISBN:	9780438603622

School-Based and Museum-Based Makerspaces.
Johnson, Rebecca Helen.

School-Based and Museum-Based Makerspaces. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 149 p.

Source: Masters Abstracts International, Volume: 80-05.

Thesis (M.S.)--The University of Wisconsin - Milwaukee, 2018.

This item must not be sold to any third party vendors.

Making and makerspaces, as a means and setting for creation, have grown in popularity in recent years. As makerspaces appear in schools and community educational settings, the Maker Movement's prominence and influence on education grows. As different people have served as the developers and facilitators for these makerspaces, no makerspace is the same, because the intentions and values of these developers and facilitators differ. Studying the effects of these different intentions and values on the decisions made by the facilitators has allowed me to research the theories surrounding the Maker Movement in actual practice. My research contributes to the conversation around makerspaces by providing a real-world example of the application of elements of the Maker Movement being applied in both a school-based and museum-based setting. The question I aim to answer is: how do makerspace facilitators design an environment, transfer a philosophy of making, and construct a curriculum and pedagogy that engages children in making and for what purposes? My research and observations led to a discussion and recommendations for practice that revolve around equipping makers with the ability to make choices as well as projects by promoting a maker mindset, designing an environment, and enacting a pedagogy that centers making as learning.

ISBN: 9780438603622Subjects--Topical Terms:

547650
Art education.
Subjects--Index Terms:

Community-based

School-Based and Museum-Based Makerspaces.
LDR:02519nmm a2200385 4500 001 2270507
005 20200930060327.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438603622
035 $a (MiAaPQ)AAI10929427
035 $a (MiAaPQ)uwm:12201
035 $a AAI10929427
040 $a MiAaPQ $c MiAaPQ
100 1 $a Johnson, Rebecca Helen. $3 3547877
245 1 0 $a School-Based and Museum-Based Makerspaces.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 149 p.
500 $a Source: Masters Abstracts International, Volume: 80-05.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Woywod Veettil, Christine.
502 $a Thesis (M.S.)--The University of Wisconsin - Milwaukee, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a Making and makerspaces, as a means and setting for creation, have grown in popularity in recent years. As makerspaces appear in schools and community educational settings, the Maker Movement's prominence and influence on education grows. As different people have served as the developers and facilitators for these makerspaces, no makerspace is the same, because the intentions and values of these developers and facilitators differ. Studying the effects of these different intentions and values on the decisions made by the facilitators has allowed me to research the theories surrounding the Maker Movement in actual practice. My research contributes to the conversation around makerspaces by providing a real-world example of the application of elements of the Maker Movement being applied in both a school-based and museum-based setting. The question I aim to answer is: how do makerspace facilitators design an environment, transfer a philosophy of making, and construct a curriculum and pedagogy that engages children in making and for what purposes? My research and observations led to a discussion and recommendations for practice that revolve around equipping makers with the ability to make choices as well as projects by promoting a maker mindset, designing an environment, and enacting a pedagogy that centers making as learning.
590 $a School code: 0263.
650 4 $a Art education. $3 547650
653 $a Community-based
653 $a Facilitator
653 $a Makerspace
653 $a Making
653 $a Museum-based
653 $a School-based
690 $a 0273
710 2 $a The University of Wisconsin - Milwaukee. $b Art Education. $3 2102592
773 0 $t Masters Abstracts International $g 80-05.
790 $a 0263
791 $a M.S.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10929427