Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7662
Title: From “Playful Activities” to “Knowledge Building”: A Case Study about a Teacher’s Percpetions on the Role of Experiments
Authors: Fernandez, Cassia
Hochgreb-Haegele, Tatiana
Blikstein, Paulo
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Fernandez, C., Hochgreb-Haegele, T., & Blikstein, P. (2021). From “Playful Activities” to “Knowledge Building”: A Case Study about a Teacher’s Percpetions on the Role of Experiments. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 999-1000). Bochum, Germany: International Society of the Learning Sciences.
Abstract: Science education reform initiatives and the integration of maker resources into formal education have the potential to promote new ways of learning. However, well-prepared teachers are central to implement such changes. Using a case study, we describe how the ideas of one teacher about the role of experiments changed as he participated in a PD program. Based on our findings, we suggest strategies for programs aimed at integrating makerspaces resources into science curricula.
URI: https://doi.dx.org/10.22318/icls2021.999
https://repository.isls.org//handle/1/7662
Appears in Collections:ISLS Annual Meeting 2021

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