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1. Hansen, Alexandria Killian. How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning.

Degree: 2018, University of California – eScholarship, University of California

Science education is changing. With the release of the Next Generation Science Standards [NGSS], K-12 teachers are expected to engage students in the practices of scientists and engineers to make sense of disciplinary core ideas and crosscutting concepts (NGSS Lead States, 2013). Simultaneously, there is a push to expose students to Science, Technology, Engineering, and Mathematics (STEM) in an integrated manner (Honey, Pearson & Schweingruber, 2014). The Maker Movement is one initiative that has received attention for its potential to transform STEM learning (Vossoughi & Bevan, 2014). This movement has spurred the creation of educative making as a pedagogical approach to engage students in integrated STEM learning experiences while still meeting the NGSS’ performance expectations (Bevan, 2017). Currently, scant research exists on how to prepare teachers to facilitate these types of learning experiences in ways that result in rich learning experiences, especially at the preservice level. This study aims to close that gap.I investigated how the design and facilitation of two science activities at a Maker Faire impacted opportunities for children’s learning. The activities were designed and facilitated by preservice elementary school teachers enrolled in a university Science Methods course as part of their requirements to earn a Multiple Subjects (Elementary School) Teaching Credential and Master of Education in Teaching degree (M.Ed.). Preservice teachers worked in small groups to design and facilitate their NGSS-aligned activity as the culminating assignment for their Science Methods course. The primary audience for the event was elementary school students enrolled in the preservice teachers’ student-teaching classrooms. Using a case study model, I focused on two preservice teachers who worked in different groups, Ms. Sarah and Ms. Maggie. Ms. Sarah and her group members’ station featured a slime making activity for children to learn about different states of matter. Ms. Maggie and her group members’ station provided opportunities for children to tinker with various materials to develop models of magnetism. Using previous frameworks (e.g., Bevan, Ryoo, Vanderwerff, Wilkinson & Petrich, 2017), I analyzed the design of activity, facilitation, and resulting indicators of children’s learning through detailed video analysis (Erickson, 2006). The slime station was designed to resemble a factory line, requiring all children to work through the same set of pre-defined steps to create the teacher’s anticipated version of slime. This resulted in Ms. Sarah and her group members emphasizing procedures, providing more direct instruction and asking more close-ended questions. This, in turn, caused children to frequently ask questions to ensure they were following the correct procedures specified by the teachers. In contrast, the magnetism station featured a series of smaller activities, differentiated to allow for multiple pathways based on each child. Ms. Maggie and her group members asked more open-ended questions, used less…

Subjects/Keywords: Science education; Elementary education; Teacher education; Activity Design; Facilitation; Maker Faire; Maker Movement; Preservice Teacher Education; STEM Education

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APA (6th Edition):

Hansen, A. K. (2018). How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/32n659hk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hansen, Alexandria Killian. “How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning.” 2018. Thesis, University of California – eScholarship, University of California. Accessed July 21, 2019. http://www.escholarship.org/uc/item/32n659hk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hansen, Alexandria Killian. “How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning.” 2018. Web. 21 Jul 2019.

Vancouver:

Hansen AK. How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/32n659hk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hansen AK. How Preservice Elementary Teachers’ Design and Facilitation of a Maker Faire Activity Contributes to Differences in Children’s Learning. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/32n659hk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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