المؤلفون: Fernandez, Cassia^{Aff1, IDs1142302310340y_cor1}, Hochgreb-Haegele, Tatiana^{Aff1, Aff2}, Eloy, Adelmo, Blikstein, Paulo

المصدر: Educational technology research and development: A bi-monthly publication of the Association for Educational Communications & Technology. 72(1):59-82

المؤلفون: Fernandez, Cassia, Hochgreb-Haegele, Tatiana, Eloy, Adelmo (ORCID 0000-0002-5658-7774), Blikstein, Paulo

المصدر: Journal of Science Education and Technology. Apr 2023 32(2):241-255.

Peer Reviewed: Y

Page Count: 15

Descriptors: Psychological Patterns, Teacher Attitudes, Attitude Change, Hands on Science, Science Activities, Curriculum Development, Science Teachers

مستخلص: Science education reform initiatives have been implemented worldwide in recent years focusing on the integration of science and engineering practices into science learning. In this context, one promising area to explore is how the resources provided by makerspaces can promote more meaningful, contextualized, and practice-based ways of teaching and learning science. Nonetheless, there are few studies, and even fewer from the Global South, that analyze how teachers perceive the potential of these resources and integrate them into their lesson plans. Using an in-depth case-study methodology, this paper investigates results from a project that engages teachers in co-designing curricular units integrating new resources and practice-based approaches to science learning. In particular, we study how one science teacher developed new understandings about the role of "hands-on" science activities as he participated in a professional development program over 4 years. Based on our findings, we suggest strategies for the design of programs aimed at integrating science practices and makerspace resources into school curricula.

Abstractor: As Provided

المؤلفون: Fernandez, Cassia, Hochgreb-Haegele, Tatiana, Eloy, Adelmo^{Aff1, IDs10956022100121_cor3}, Blikstein, Paulo

المصدر: Journal of Science Education and Technology. 32(2):241-255

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