Identity exploration for maker educators
Constructing meaning in after-school environmental science
Bibliographic Data
| ID | 21743900 |
|---|---|
| Authors | Mark E Petrovich (Drexel University), Mark Petrovich (0000-0002-6219-9241, Drexel University, corresponding author), Amanda Barany (0000-0003-2239-2271, Drexel University), Mamta Shah (0000-0002-4932-2831, RELX Group (United States)), Aroutis Foster (0000-0002-8495-1836, Drexel University) |
| Year | 2022 |
| Volume | 54 |
| Issue | 4 |
| Pages | 535-556 |
| Publication date | 2022-08-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Research on Technology in Education (JOURNAL) |
| Journal identifiers | ISSN: 1539-1523 • E-ISSN: 1945-0818 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15391523.2021.1885530 |
| OpenAlex | W3135156965 |
| Language | EN |
| References cited | 40 |
Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators’ identity exploration as they engaged in professional development sessions on maker education. Teacher data was visualized using epistemic network analysis and supplemented with qualitative examinations to understand how teachers engaged in identity exploration over time. Findings illustrated shifts toward more specific and balanced conceptualizations of self as educators gained skill in the intentional examination of roles
Aesthetics · Mathematics education · Pedagogy · Projective test · Qualitative research · Science education · Sociology · Computer Science · Innovative Teaching and Learning Methods · Interdisciplinary Research and Collaboration · Psychology · Teaching and Learning Programming
The Promise of the Maker Movement for Education
Epistemic Network Analysis
Learning in the Making
A Tutorial on Epistemic Network Analysis
Technological Pedagogical Content Knowledge
Expectancy–Value Theory of Achievement Motivation
The Interpretation of Cultures
Examining K–12 teacher learning in a makerspace through the activity–identity–community framework
Assessing learning in technology-rich maker activities
Learning through Making and Maker Education
Professional Development Considerations for Makerspace Leaders, Part One
A complex dynamic systems perspective on identity and its development
Visual Methods in Ethnography
| Citation velocity | historical |
|---|---|
| Highly cited | No |