Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change

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dc.contributor.authorBecker, S.
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2021-04-16T03:01:29Z
dc.date.available2021-04-16T03:01:29Z
dc.date.issued2020-07-28
dc.description.abstractIn this article, we focus on the case of a Canadian teacher and her students who engaged with a researcher in a year-long design-based research study exploring the implementation of curriculum within a makerspace context. Together, the grade six teacher and researcher co-designed, co-enacted, and co-reflected on three curricular making cycles, one related to sky science, another to mathematical transformations, and a third focused on core concepts of democratic systems. The two-fold purpose of this DBR was to promote pedagogical change through designs for making and to articulate design principles that could be utilized when engaging with curriculum for making. Findings show that the makerspace as learning environment and design-based research as methodology provided a double helix scaffold that compelled the teacher to reconsider her frame when enacting curriculum. For this teacher, collaboration on design-based research and designs for learning in the makerspace promoted a shift in pedagogy and led the teacher and her students to rethink notions of curriculum while questioning what is important to know. An expansion of the intervention to engage multiple teachers in multiple sites to determine scalability is recommended. Study findings point to the makerspace as a promising design frame for rethinking curriculum and pedagogical practice. © Copyright © 2020 Becker and Jacobsen.
dc.identifier.citationBecker, S., & Jacobsen, M. (2020). Becoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change. Frontiers in Education, 5. doi:10.3389/feduc.2020.00083
dc.identifier.doi10.3389/feduc.2020.00083
dc.identifier.issn2504-284X
dc.identifier.urihttp://hdl.handle.net/1880/113256
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38747
dc.languageeng
dc.language.isoenen
dc.publisherFrontiers Media SA
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionpublisher pdf,postprint,preprint
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rightsCopyright © 2020 Becker and Jacobsen. This is an open-access article distributedunder the terms of the Creative Commons Attribution License(CC BY). The use,distribution or reproduction in other forums is permitted, provided the originalauthor(s) and the copyright owner(s) are credited and that the original publicationin this journal is cited, in accordance with accepted academic practice. No use,distribution or reproduction is permitted which does not comply with these terms.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.subjectcurriculum
dc.subjectdesign-based research
dc.subjectmaker
dc.subjectmakerspace
dc.subjectmaking
dc.subjectpedagogy
dc.subjectprofessional learning
dc.titleBecoming a Maker Teacher: Designing Making Curricula That Promotes Pedagogical Change
dc.title.alternativeFrontiers in Education
dc.typejournal article
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