Brian E Gravel
Biographic Data
| ID | 7528208 |
|---|---|
| NAME | Brian E Gravel |
| GIVEN NAMES | Brian E |
| FAMILY NAME | Gravel |
| SIGNATURE | GRAVEL B E |
| AFFILIATIONS | Tufts University |
| ORCID | 0000-0002-4614-5921 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Trends, tensions, and futures of maker education research
This special issue aims to sketch the present state of maker learning research, reveal possible tensions, and present future possibilities to articulate principles for learning through design in the era of maker education. The special issue was announced in 2022 in ETR&D, a leading academic journal in educational technology. Of the 50 submissions to the special issue, eighteen (18) were accepted for publication. The editors favored a robust inclu…
Fostering heterogeneous engineering through whole-class design work
Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practice…
Institutional Ambiguity and De Facto Tracking in STEM
Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship betwee…
Source Code and a Screwdriver
This article presents results from developing and applying an initial analytic frame for observing and explaining literacy practices in making activities. It describes literacy‐related themes that emerged when the framework was applied. These themes are discussed within the making process of fabrication, one of a number of goal‐directed stages of making. Findings indicate that literacy practices in fabrication are openly shared, networked, and of…
Making It Social
Digital literacies for disciplinary learning explores intersections of digital and disciplinary literacies across learning contexts such as community makerspaces and schools and examines learning across disciplines including the arts, engineering, science, social studies, language arts, and math. Columns will address work with both youth and adults, both in school and out of school. Digital enhancements will encourage interactivity with readers a…
No prominent works on this page.
Making It Social
Digital literacies for disciplinary learning explores intersections of digital and disciplinary literacies across learning contexts such as community makerspaces and schools and examines learning across disciplines including the arts, engineering, science, social studies, language arts, and math. Columns will address work with both youth and adults, both in school and out of school. Digital enhancements will encourage interactivity with readers a…
Source Code and a Screwdriver
This article presents results from developing and applying an initial analytic frame for observing and explaining literacy practices in making activities. It describes literacy‐related themes that emerged when the framework was applied. These themes are discussed within the making process of fabrication, one of a number of goal‐directed stages of making. Findings indicate that literacy practices in fabrication are openly shared, networked, and of…
Institutional Ambiguity and De Facto Tracking in STEM
Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship betwee…
Fostering heterogeneous engineering through whole-class design work
Background: Design problems have long attracted researchers’ attention for their potential to provide authentic learning opportunities. While we have methods for supporting students to learn through relatively simple engineering and design tasks, supporting students to address complex problems that they find and frame remains poorly understood. Designing for the real world presents opportunities to understand how heterogenous engineering practice…
Trends, tensions, and futures of maker education research
This special issue aims to sketch the present state of maker learning research, reveal possible tensions, and present future possibilities to articulate principles for learning through design in the era of maker education. The special issue was announced in 2022 in ETR&D, a leading academic journal in educational technology. Of the 50 submissions to the special issue, eighteen (18) were accepted for publication. The editors favored a robust inclu…
Pedagogy (5 works) · Sociology (5 works) · Computer Science (4 works) · Design Education and Practice (3 works) · Mathematics education (3 works) · Psychology (3 works) · Teaching and Learning Programming (3 works) · Discipline (2 works) · Engineering (2 works) · Engineering ethics (2 works)