Exploring Maker Cultures and Pedagogies to Bridge the Gaps for Students with Special Needs
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Through this ethnographic study, the researchers investigate the efficacy of using "makerspace" pedagogies with students who are identified as having special needs. These pedagogies include the transferable skills and global competencies as outlined by the Ontario Ministry of education. The research questions address how teachers view changes in his/her special education students' behaviour and learning based on their participation in maker-related activities, including, but not limited to coding, programmable robots, and circuits, in the classroom. Teachers were supported through professional development by our STEAM 3D Maker Team at the Faculty of Education and then subsequent visits made to each of 20 different schools investigated how maker pedagogies were being employed. Qualitative data was collected in the form of digital video and audio recordings, photographs, observational field notes, and individual and focus group interviews. The data suggest that the use of maker pedagogies can facilitate a number of improved outcomes for students with exceptionalities, including confidence and perseverance, engagement and motivation, self-regulation, collaborative skills, and increased academic achievement.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it