Exploring Problem-Based Learning for Middle School Design and Engineering Education in Digital Fabrication Laboratories

被引:16
作者
Chan, Monica M. [1 ]
Blikstein, Paulo [2 ]
机构
[1] Columbia Univ, Teachers Coll, New York, NY 10027 USA
[2] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA
来源
INTERDISCIPLINARY JOURNAL OF PROBLEM-BASED LEARNING | 2018年 / 12卷 / 02期
关键词
problem-based learning; digital fabrication; engineering education; design education; middle school;
D O I
10.7771/1541-5015.1746
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This is a research study of design and engineering classes that use a problem-based learning (PBL) approach in digital fabrication makerspaces in two middle schools. In these studies, teachers employ a PBL approach and provide an ill-structured problem scenario to facilitate design and engineering lessons in the FabLab (fabrication laboratory). Students in each school tackled different challenges that they defined for themselves in groups. This study provides examples of student-student interactions separated into key themes-defining specifications with teammates, personal exploration, and communication about discoveries. This study also provides examples of teacher-student interactions, and themes include demonstrations with tangible objects, discussing prototype failure, and managing behavioral issues. The purpose of this study is to provide insights about PBL in a nontraditional, technology-rich FabLab environment.
引用
收藏
页数:11
相关论文
共 42 条
  • [1] Barrows H, 2000, PROBLEM-BASED LEARNING, pVII
  • [2] Barrows H.S., 1996, NEW DIRECTIONS TEACH, V1, P3, DOI DOI 10.1002/TL.37219966804
  • [3] Barrows HS., 1980, SPRINGE PUBL CO
  • [4] Berland Matthew, 2016, MAKEOLOGY MAKERS LEA, V2, P196
  • [5] Blikstein P, 2013, CULT MEDIA STUD, P203
  • [6] Brennan K., 2015, CONSTRUCTIVIST FDN, V10
  • [7] Bull Glen, 2009, Contemporary Issues in Technology and Teacher Education, V9, P222
  • [8] Beyond the individual-social antinomy in discussions of Piaget and Vygotsky
    Cole, M
    Wertsch, JV
    [J]. HUMAN DEVELOPMENT, 1996, 39 (05) : 250 - 256
  • [9] DAVEE S, 2015, MAKERSPACES HIGHLIGH
  • [10] Dewey J, 1902, CHILD CURRICULUM