Involves the integration of physical making, conceptual exploration, and critical reflection by connecting students’ lived experiences to tools and technologies.
Published in Chapter:
Making and Active Learning in Higher Education
Marja Bertrand (Western University, Canada), Hiba Barek (Western University, Canada), Immaculate Kizito Namukasa (Western University, Canada), and Rachelle Campigotto (York University, Canada)
Copyright: © 2022
|Pages: 26
DOI: 10.4018/978-1-7998-9564-0.ch001
Abstract
In this study, the authors researched, designed, and implemented maker education opportunities into teacher candidate training, specifically in elementary mathematics and science methods courses. To investigate the impacts of active learning and maker education models in the teacher education program, the researchers observed, interacted with, and asked teacher candidates (1) which instructional design practices were helpful, (2) what they learned (i.e., knowledge gained, effective pedagogies, and teaching methods) and (3) what were the impacts of these learning opportunities in the context of learning to teach mathematics and other STEM subjects? The Maker Ed workshops involved creating opportunities for teacher candidates to gain experience of how to make, exploring ways to incorporate making in a variety of contexts and then extending this learning to their own pedagogy. To better prepare students for the workforce and everyday living, life skills, transferable skills, and workforce competencies need to be taught through student-centered and activating instructional practices.