Teachers’ self-perception in maker education: three approaches for STEM professional development

Martínez Moreno, Judit; Santos Rodríguez, Patrícia; Hernández Leo, Davinia

doi:http://dx.doi.org/10.1109/ICALT52272.2021.00076

Teachers’ self-perception in maker education: three approaches for STEM professional development

Citation

Martínez Moreno J, Santos P, Hernandez Leo D. Teachers’ self-perception in maker education: three approaches for STEM professional development. In: Chang M, Chen N-S, Sampson DG, Tlili A, editors. Proceedings of the IEEE 21st International Conference on Advanced Learning Technologies (ICALT 2021); 2021 Jul 12-15; Tartu, Estonia. New York: IEEE; 2021. p. 234-5. DOI: 10.1109/ICALT52272.2021.00076

Abstract

This paper analyzes the effect that three different approaches for teacher professional development based on the maker education have on teachers’ self-perceived ability for implementing the maker educational practices. The results indicate that there is a significant improvement regarding the feeling of being able to design maker-based educational lessons after participating in any of the professional development courses. Concretely, individual and practical activities requiring the development of a maker project are the ones that help the most to improve teachers’ self-perception regarding the maker and STEM education in primary education levels.

Description

Comunicació presentada a: 21st International Conference on Advanced Learning Technologies (ICALT) celebrat del 12 al 15 de juliol de 2021 a Tartu, Estònia.