Editorial: Maker education: opportunities and challenges, volume II
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Notice bibliographique
Résumé
Peppler, Keune, Thompson, and Saxena explore the intersection of maker education and mathematics in "Craftland is Mathland." By weaving together traditionally female-dominated fiber crafting with mathematical engagement, the authors introduce the concept of "Mathland." This innovative approach envisions a space where mathematical insights are seamlessly integrated into creative endeavours, highlighting the participants' lifelong and "lifewide" engagement with mathematics. Their findings emphasize the importance of immersive math experiences and engagement in crafting communities, challenging educators to create more inclusive and holistic maker educational environments.Shifting our focus to the realm of computational thinking, Veenman, Tolboom, and van Beekum present a pilot study that explores the relationship between computational thinking and logical thinking in "The Relationship Between Computational Thinking and Logical Thinking in the Context of Robotics Education." Through a robotics course, the authors examine the potential impacts on 14-year-old Dutch students' logical and computational thinking skills. The study establishes a significant positive correlation between the two, while also raising questions about the effectiveness of robotics education in fostering these skills.Finally, Leskinen, Kajamaa, and Kumpulainen offer a sociocultural perspective on innovation practices in maker education in their article, "Learning to Innovate: Students and Teachers Constructing Collective Innovative Practices in a Primary School's Makerspace" Drawing on ethnographic video data from a primary school makerspace in Finland, the authors explore students' and teachers' collective innovation practices that lead to innovation creation. These practices include taking joint action to innovate, navigating a network of resources, and sustaining innovation activities. Additionally, the authors highlight the role of teachers in facilitating open-ended projects and nurturing students' ownership over their work, uncovering mechanisms that promote students' learning to innovate. This important research provides a concrete understanding of how innovation happens in a makerspace.These six articles collectively enrich our understanding of maker education from diverse perspectives. From first-person point of view recordings to the creation of "Mathlands" and fostering innovation, they point the way for a more holistic, inclusive, and impactful approach to education in an era of constant change. As we continue to explore the multifaceted realm of maker education, these articles serve to guide educators, researchers, and policymakers toward a more innovative and equitable future for learners in school and out.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle