Making Learners: A Framework for Evaluating Making in STEM Education

Citation data:

Interdisciplinary Journal of Problem-Based Learning, Vol: 12, Issue: 2

Publication Year:
2018
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Repository URL:
https://docs.lib.purdue.edu/ijpbl/vol12/iss2/3
DOI:
10.7771/1541-5015.1749
Author(s):
Marshall, Jill A; Harron, Jason R
Publisher(s):
Purdue University (bepress); Purdue University Press
Tags:
evaluation; making; problem-based learning; STEM; teacher education; Education
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article description
The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. We report on a framework for making in STEM education and describe a rubric for assessing the presence of the essential elements of making within STEM instruction. We present examples of the application of the rubric in a STEM teacher education course.