Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7367
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dc.contributor.authorde Castro Brasileiro, César
dc.contributor.authorFernandez, Cassia
dc.contributor.authorHochgreb-Haegele, Tatiana
dc.contributor.authorBlikstein, Paulo
dc.coverage.spatialBochum, Germanyen_US
dc.date.accessioned2021-10-09T15:50:11Z
dc.date.accessioned2021-10-09T19:52:41Z-
dc.date.available2021-10-09T15:50:11Z
dc.date.available2021-10-09T19:52:41Z-
dc.date.issued2021-06
dc.identifier.citationde Castro Brasileiro, C., Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2021). A Case Study on the Pedagogical Alignment between Science and Makerspace Teachers. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 1003-1004). Bochum, Germany: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2021.1003
dc.identifier.urihttps://repository.isls.org//handle/1/7367-
dc.description.abstractUsing a case study methodology, this paper presents strategies to foster pedagogical alignments between science teachers and makerspace teachers, including ensuring time to plan and reflect on the results together, defining the role of each teacher both in the planning process as in the classroom, and discussing students’ learnings to reflect on opportunities for improvement in future implementations.en_US
dc.format.extentpp. 1003-1004
dc.language.isoen_US
dc.publisherInternational Society of the Learning Sciencesen_US
dc.relation.ispartofProceedings of the 15th International Conference of the Learning Sciences - ICLS 2021.en_US
dc.subjectLearning Sciencesen_US
dc.titleA Case Study on the Pedagogical Alignment between Science and Makerspace Teachersen_US
dc.typeConference Paperen_US
dc.typePosteren_US
Appears in Collections:ISLS Annual Meeting 2021

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