|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|324151||1432789||2015||9 صفحه PDF||سفارش دهید||دانلود رایگان|
In this article, we present a new direction for the role of Making for children. Beyond the use of Making to teach specific STEM concepts as is common in prior work, we propose that Making activities should be designed with the focus of instilling a Maker mindset in children. Our target is elementary-school-level children aged 8 to 11. We present an approach that conceptualizes Making as a ‘Means-to-an-Ends’ to nurture a Maker mindset and identity in children. The approach was embodied in a carefully-designed storytelling Making kit called the Maker Theater, and two Maker workshops for children in the target age range. Our analysis goal in this article was to investigate how the potential for a Maker mindset/identity formation may be manifested in children’s attitudes and behaviors. Guided by a theoretical framework of three key determinants of the Maker mindset (self-efficacy, motivation and interest), we analyzed workshop data using qualitative coding methods to derive thematic indicators. We discuss our contributions and the value of our findings for the child–computer interaction community.
Journal: International Journal of Child-Computer Interaction - Volume 5, September 2015, Pages 11–19