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Session 6 Reflection

The document discusses key concepts learned from a session on STEM education. It summarizes that teachers should provide opportunities for students to explore, tinker, and imagine on their own. Digital classrooms and 3D printing can facilitate learning and increase engagement. The document also discusses research conducted on Makerspaces for girls to develop 21st century skills like problem-solving and collaboration through hands-on projects. Applying these concepts means paying more attention to how girls learn abstract STEM concepts compared to boys.

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53 views

Session 6 Reflection

The document discusses key concepts learned from a session on STEM education. It summarizes that teachers should provide opportunities for students to explore, tinker, and imagine on their own. Digital classrooms and 3D printing can facilitate learning and increase engagement. The document also discusses research conducted on Makerspaces for girls to develop 21st century skills like problem-solving and collaboration through hands-on projects. Applying these concepts means paying more attention to how girls learn abstract STEM concepts compared to boys.

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Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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• What is new I learnt in this session?

In session 6 I have learned that with the development of our society children and
students not only need guide them to learn but also help them to think,learn and
explore by themselves.As a teacher the important thing is that you need to provide
the children opportunities to explore materials, take things apart, and imagine new
possibilities through the process of invention. And this can be done simply by
providing them with materials and time to tinker. What’s more, in today’s school
they provide children with digital classroom equipped with many kinds of
technologies which can support children do various experiments what they want to
do. And through the group Saturn’s presentation I have a deep understanding of
how 3D printing technology can be used in children’s daily learning and how can
technology implement in their daily life lesson. Through 3D printing technology
learning lesson it can facilitate learning, develop skills, and increase student
engagement(Berry et al.2010); inspire creativity, improve attitudes towards STEM
subjects and careers, while also increasing teachers’ interest and
engagement(Horowitz & Schultz,2014).

• What other research I have conducted and new ides I found?


Makerspace in STEM for girls: a physical space to develop twenty-first-century skills

• Can I introduce any additional tool that might be useful?


With the application of STEM knowledge and skills, we also posit that a Makerspace
approach is an ideal conduit for the acquisition and demonstration of key twenty-first-
century learning skills: problem-solving,critical and creative thinking, collaboration
and communication.

• Can I demonstrate that I am able to apply these concepts?


The Makerspace in STEM project artefact for this study was carefully selected and
crafted by the research team; it was “feminised” (use of colour, craft and pictures) and
became the property of the girls to take home to show siblings and their parents if
they wished to do so. The schoolgirls were delighted to see the bright pink bags with
interesting bits inside, and to have older “girls” working with them. They were
intrigued by the completed artefact that the PSTs had brought with them and were
keen to get started. Perseverance was clearly evident in every session; there were
high-fives and whoops when various stages were successfully completed: illuminating
the bulb, getting the switch to work and even making the origami flower. So in this
sense, the MIS project did engage these students, and as indicated in the survey data
96% of Year 5 girls and 92% of Year 6 girls indicated that they would like to do more
Makerspace activities(Berry et al, 2010).

• What these concepts mean for the school practices and STEM
educational research?
The schoolgirls described their scientific pursuit as feelings of joy; Connecting the
wires and lights to make it work and Getting the bulb to turn on and off in different
ways were some of the most “interesting experiences” they talk about. The joy of
finding solutions aligns with Keller’s (1983; cited in Jaber & Hammer, 2015) theory
that affect plays a key role in reasoning, the “jouissance” or the pleasure experienced
in the presence of meaning (Lorimer, 2008) as well as motivating the pursuit of
science (Jaber & Hammer, 2015).
These concepts make us to pay more attention on schoolgirls learning in engineering ,
science and physics related subjects because their understanding of abstract concepts
is weaker than the boys so educators need take girls understanding into consideration
while prepare the STEM related subjects or projects.

Reference:
Jaber, L. Z., & Hammer, D. (2016). Engaging in science: A feeling for
the discipline. Journal of the Learning Sciences, 25(2), 156-202.

Berry, R. Q., Bull, G., Browning, C., Thomas, C. D., Starkweather, G., & Aylor, J.
(2010). Use of digital fabrication to incorporate engineering design principles in
elementary mathematics education. Contemporary Issues in Technology and
Teacher Education, 10(2), 167-172.

Horowitz, S. S., & Schultz, P. H. (2014). Printing space: Using 3D printing of digital
terrain models in geosciences education and research. Journal of Geoscience
Education, 62(1), 138-145.

Appendix :
Feedback for schoolgirls whether they are enjoy makerspace
course.

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