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[ subject:"Science education." ]
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A Case Study of a High School Fab Lab.
~
Lacy, Jennifer E.
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A Case Study of a High School Fab Lab.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
A Case Study of a High School Fab Lab./
作者:
Lacy, Jennifer E.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:
145 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Contained By:
Dissertation Abstracts International78-05A(E).
標題:
Science education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10251357
ISBN:
9781369442533
A Case Study of a High School Fab Lab.
Lacy, Jennifer E.
A Case Study of a High School Fab Lab.
- Ann Arbor : ProQuest Dissertations & Theses, 2016 - 145 p.
Source: Dissertation Abstracts International, Volume: 78-05(E), Section: A.
Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.
This dissertation examines making and design-based STEM education in a formal makerspace. It focuses on how the design and implementation of a Fab Lab learning environment and curriculum affect how instructors and students see themselves engaging in science, and how the Fab Lab relates to the social sorting practices that already take place at North High School. While there is research examining design-based STEM education in informal and formal learning environments, we know little about how K-12 teachers define STEM in making activities when no university or museum partnership exists. This study sought to help fill this gap in the research literature.
ISBN: 9781369442533Subjects--Topical Terms:
521340
Science education.
A Case Study of a High School Fab Lab.
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This dissertation examines making and design-based STEM education in a formal makerspace. It focuses on how the design and implementation of a Fab Lab learning environment and curriculum affect how instructors and students see themselves engaging in science, and how the Fab Lab relates to the social sorting practices that already take place at North High School. While there is research examining design-based STEM education in informal and formal learning environments, we know little about how K-12 teachers define STEM in making activities when no university or museum partnership exists. This study sought to help fill this gap in the research literature.
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This case study of a formal makerspace followed instructors and students in one introductory Fab Lab course for one semester. Additional observations of an introductory woodworking course helped build the case and set it into the school context, and provided supplementary material to better understand the similarities and differences between the Fab Lab course and a more traditional design-based learning course.
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Using evidence from observational field notes, participant interviews, course materials, and student work, I found that the North Fab Lab relies on artifacts and rhetoric symbolic of science and STEM to set itself apart from other design-based courses at North High School. Secondly, the North Fab Lab instructors and students were unable to explain how what they were doing in the Fab Lab was science, and instead relied on vague and unsupported claims related to interdisciplinary STEM practices and dated descriptions of science. Lastly, the design and implementation of the Fab Lab learning environment and curriculum and its separation from North High School's low tech, design-based courses effectively reinforced social sorting practices and cultural assumptions about student work and intelligence.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10251357
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