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探客教育源自于麻省理工学院和旧金山探索博物馆提出的Tinkering理念。自提出以来,该理念先是在美国非正式的科学学习环境中受到越来越多的欢迎,后逐步被引入教育领域,成为在科学学习中引发学习者创造力、兴奋感和创新性的潜在驱动力。探客教育在美国仍然是一种前沿的教育理念,它有效弥补了由数字技术引起的学习者尤其是儿童“利用真实的工具和材料,探索真实世界”机会的不足,成为美国实施STEM教育的有效教学方法。与创客教育相比,探客教育更提倡使用“真实的、日常的生活材料和工具”创造不平凡的创意。探客教育的实施,有助于培养学习者的21世纪技能,有利于完善创新生态系统,最终实现经济社会的可持续发展。 相似文献
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摆弄（tinkering）一词已从早期＂修补＂的本意拓展为一种重视探究和动手体验的工作风格和学习方式,它与规划相对,是一种自底向上的问题解决方法。已有一组计算性建造工具可用于发展学生的摆弄能力,如Scratch编程工具、Makey Makey电路板和Scratch传感器板等。创意教育工作坊是在创意计算中培育学生摆弄能力的一个案例,通过案例分析可知,应用计算性建造工具、经历创意计算作品创作过程和使用有意图摆弄的教学策略有助于培育学生的摆弄能力。随着计算性建造工具的普及,中小学信息技术课如何超越应用软件学习、如何在创意计算中培养学生的摆弄能力将成为中小学信息技术教育的研究热点,它将推动我们对技术高速发展形势下学生创新意识和实践能力的培养进行思考与探索。 相似文献
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Bronwyn Bevan 《Studies in Science Education》2017,53(1):75-103
Making is a rapidly emerging form of educational practice that involves the design, construction, testing, and revision of a wide variety of objects, using high and low technologies, and integrating a range of disciplines including art, science, engineering, and mathematics. It has garnered widespread interest and support in both policy and education circles because of the ways it has been shown to link science learning to creativity and investigation. Making has taken root in out-of-school settings, such as museums, science festivals, and afterschool and library programmes; and there is now growing interest from primary and secondary educators in how it might be incorporated into the classroom. Making expands on traditions associated with Technology Education and Design-Based Learning, but differs in ways that can potentially broaden participation in science and STEM learning to include learners from communities historically underrepresented in STEM fields. STEM-Rich Making is centrally organised around design and engineering practices, typically integrating digital tools and computational practices, and positions scientific and mathematical concepts and phenomena as the materials for design. This paper takes a critical view of the claims about Making as a productive form of science teaching and learning, and reviews the current research literature’s substantiation of the ways in which Making supports students’ agency, promotes active participation in science and engineering practices, and leverages learners’ cultural resources. 相似文献
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