دورية أكاديمية
On the Inter-Relationships between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms
| العنوان: | On the Inter-Relationships between Teachers, Technologies, and Children in Makerspace Environments: A Comparative Case Study in Kindergarten Classrooms |
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| اللغة: | English |
| المؤلفون: | Adela Peleg, Sharona T. Levy (ORCID |
| المصدر: | Journal of Research in Childhood Education. 2024 38(3):405-432. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Kindergarten, Early Childhood Education, Shared Resources and Services, Educational Environment, Teacher Role, Teacher Attitudes, Teaching Methods, Instructional Materials, Learning Resources Centers, Educational Equipment |
| مصطلحات جغرافية: | Israel |
| DOI: | 10.1080/02568543.2023.2282662 |
| تدمد: | 0256-8543 2150-2641 |
| مستخلص: | While early childhood education worldwide has become increasingly interested in integrating makerspaces into their curricula, little research has examined how this can be done. We conducted a comparative case study to understand how three pioneering and prominent teachers have established such spaces, their perspectives regarding makerspaces and their role in them, and what characterizes these spaces. Observational and interview research data were organized and analyzed for patterns, themes, and relationships. Three main themes were identified: (1) the makerspace design, activities, and teacher's role are impacted by the reasons and goals teachers espouse for establishing them; (2) all three sites provided limited scaffolds for the making process - five different forms of teachers' scaffolding were identified; and (3) while advanced technologies (robotics, 3D printing) were present, their use was limited as they required significant troubleshooting by the teacher and close supervision. These results can be used to construct a theoretical framework that provides guidance to early childhood educators who wish to integrate makerspaces in differentiated ways suited to teachers with different inclinations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1429151 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0256-8543 2150-2641 |
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| DOI: | 10.1080/02568543.2023.2282662 |