Lamiaa Nail
ABSTRACT
Fabrication labs are playing a critical role in supporting science, technology, engineering, and mathematics (STEM) education by providing opportunities for young learners to gather and share experiences, refine their understanding, and build creative artifacts. The formal education system in Egypt is heavily focused on rote learning, where concepts are introduced in isolation and detached from their real-world contexts. A design-based approach is proposed as an alternative, where fabrication labs serve as stimulating environments that could potentially support concept learning in STEM. However, more needs to be known about how learning STEM concepts can be scaffolded in a design-based learning experience in a fabrication lab. This paper demonstrates the initial outcomes of a research in progress that aims to generate principles for designing learning experiences that scaffold STEM concepts for young learners in fabrication labs. The initial proposed approach for learning experience design adopts and adapts the design thinking model.
- Joyce H. L. Koh., Ching Sing Chai, Benjamin Wong, and Huang-Yao Hong. 2015. Design thinking for education: Conceptions and applications in teaching and learning. Singapore: SpringerGoogle Scholar
- Neil A. Gershenfeld. 2005. Fab: The coming revolution on your desktop–from personal computers to personal fabrication. New York, NY: Basic Books.Google Scholar
- Paulo Blikstein. 2013. Digital fabrication and ‘making’ in education: The democratization of invention. In J. Walter-Herrmann & C. Büching (Eds.), FabLab: Of machines, makers and inventors. Bielefeld: Transcript Verlag.Google Scholar
- Kylie A. Peppler. 2013. STEAM-powered computing education: Using e-textiles to integrate the arts and STEM. Computer, 46(9), 38-43.Google ScholarDigital Library
- Yasmine B. Kafai and Kylie A. Peppler. (2010). Youth, technology, and DIY: Developing participatory competencies in creative media production. Review of Research in Education, 35(1), 89-119.Google ScholarCross Ref
- Ineta Luka. 2014. Design thinking in pedagogy. Journal of Education Culture and Society, 2, 63-74Google Scholar
- Janet L. Kolodner, Paul J. Camp, David Crismond, Barbara Fasse, Jackie Gray, Jennifer Holbrook, Sadhana Puntambekar, and Mike Ryan. 2003. Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by Design (tm) into practice. Journal of the Learning Sciences, 12(4), 495-547.Google ScholarCross Ref
- Lev S. Vygotsky. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
- Erica R. Halverson and Kimberly Sheridan. 2014. The maker movement in education. Harvard Educational Review, 84(4), 495–504Google ScholarCross Ref
- David Wood, Jerome S. Bruner, and Gail Ross. 1976. The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry & Allied Disciplines, 17(2), 89-102Google ScholarCross Ref
- Rodger W. Bybee, Joseph A Taylor, April Gardner, Pamela Van Scotter, Janet Carlson, Anne L. Westbrook, and Nancy Landes. 2006. The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, CO: BSCS.Google Scholar
- Dave H. J. van Breukelen, Marc J. de Vries, and Frank A. Schure. 2017. Concept learning by direct current design challenges in secondary education. International Journal of Technology and Design Education, 27(3), 407–430.Google ScholarCross Ref
- Kristen B. Wendell. (2008). The theoretical and empirical basis for design-based science instruction for children. Retrieved from: https://ceeo.tufts.edu/documents/papers/kristen_qp1.pdfGoogle Scholar
- Terry Anderson and Julie Shattuck. 2012. Design-based research: A decade of progress in education research? Educational Researcher, 41(16), 16-25.Google ScholarCross Ref
- Thomas Reeves. 2006. Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney & N. Nieveen (Eds.), Educational design research (pp. 52-66), London: Routledge.Google Scholar
- Rachel C. Smith, Ole S. Iversen, and Mikkel Hjorth. 2015. Design thinking for digital fabrication in education. International Journal of Child-Computer Interaction, 5, 20–28.Google ScholarDigital Library
- The Fab Lab Classroom: Scaffolding STEM Concepts by Adopting and Adapting Design Thinking
Recommendations
Robotics to promote elementary education pre-service teachers' STEM engagement, learning, and teaching
We report a research project with a purpose of helping teachers learn how to design and implement science, technology, engineering, and mathematics (STEM) lessons using robotics. Specifically, pre-service teachers' STEM engagement, learning, and ...
Incorporating industrial co-op experience in high school classroom outreach
FIE'09: Proceedings of the 39th IEEE international conference on Frontiers in education conferenceThis paper describes high school STEM lessons created by three undergraduate mentors. The mentors participated in a classroom outreach program called Computer Science Investigations (CSI: Cincinnati) as part of the Mentoring for Connections to Computing ...
STEM teaching as an additional profession for scientists and engineers: the case of computer science education
SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science educationThe conference theme - "Leveraging Computing to Change Education" - focuses on the influence of computing on the way we educate at all levels. In this paper we highlight the conference theme from the perspective of computer science (CS) teacher ...
Comments