دورية أكاديمية
Students' and Teachers' Responses to Use of a Digital Self-Assessment Tool to Understand and Identify Development of Twenty-First Century Skills When Working with Makerspace Activities
| العنوان: | Students' and Teachers' Responses to Use of a Digital Self-Assessment Tool to Understand and Identify Development of Twenty-First Century Skills When Working with Makerspace Activities |
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| اللغة: | English |
| المؤلفون: | Susanne Walan (ORCID |
| المصدر: | International Journal of Technology and Design Education. 2024 34(3):1093-1121. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Student Attitudes, Teacher Attitudes, Self Evaluation (Individuals), Skill Development, 21st Century Skills, Shared Resources and Services, STEM Education, Secondary School Students, Evaluation Methods |
| DOI: | 10.1007/s10798-023-09845-7 |
| تدمد: | 0957-7572 1573-1804 |
| مستخلص: | In this qualitative study, we investigated how students and teachers responded to the design of a digital self-assessment tool and how they experienced the use of the tool to support understanding and development of twenty-first century skills when working with makerspace activities. There were 65 lower secondary school students and four teachers participating in the study. We used individual interviews with the teachers and group interviews with the students. Data were analysed with thematic coding of transcripts from interviews. The results showed that the participants found that the tool needed technical improvements, but that they gained some insights into the meaning of the included twenty-first century skills (collaboration, creativity, problem-solving, life/social skills and communication). However, it was particularly difficult for students to understand the meaning of life/social skills and how this connected to makerspace activities. Still, both students and teachers argued that it is possible to develop twenty-first century skills during makerspace activities. Teachers also found connections between the skills and learning objectives in the school subject technology, but also in other subjects. We were unsure of how used students were to self-assessment and we believe that teachers' role is essential, even when it comes to supporting students in self-assessment. Finally, both students and teachers argued that twenty-first century skills are of importance for the future and the project served as an eye-opener in this aspect. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1427074 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0957-7572 1573-1804 |
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| DOI: | 10.1007/s10798-023-09845-7 |