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Bridging Constructionism & Metacogni...

Chan, Monica Miaoxia,

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Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education // Monica Miaoxia Chan.
Author:	Chan, Monica Miaoxia,
Description:	1 electronic resource (172 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
Subject:	Educational technology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29394608
ISBN:	9798357531452

Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education /
Chan, Monica Miaoxia,

Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education /Monica Miaoxia Chan. - 1 electronic resource (172 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

My dissertation is a qualitative design-based research study that explores Singaporean elementary school students' documentation and reflection practices in a maker learning environment. In this work, I build upon literature from Constructionism, Metacognition, and formative assessment methods. I investigate the following research questions regarding student-driven documentation of maker processes:1. How might artifact documentation and organization, as a mode of formative assessment, provide new insights to students and teachers in complex making/construction processes?2. How could artifact documentation embedded in a collaborative tool contribute to students' identification and reflection of new knowledge gained during their making process?Over the course of two and a half years, I developed prototypes of the CoCreator App, informed by constructionist pedagogy and metacognitive practices. Then, I implemented the CoCreator App prototypes in two schools and an afterschool makerspace in Singapore, where students and teachers used it as their technology-facilitated process for documentation. Through analysis of students' and teachers' interviews, observations and field notes of classroom sessions, I reveal opportunities for thoughtful design of documentation tools that advance and challenge the theoretical underpinnings of Constructionism and Metacognition, and cater to elementary school students' learning and reflection. My design recommendations include: multimodal choices of documentation, integration with students' routines and workflows, organization of artifacts to achieve a balance between multimodality and integration with routines. Finally, I end with a note about the essential role that teachers play in engaging with students' artifacts and nurturing a culture of documentation in the classroom, to inch closer to helping students develop intrinsic motivation towards student-driven formative assessment.

English

ISBN: 9798357531452Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Constructionism

Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education /
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245 1 0 $a Bridging Constructionism & Metacognition: Productive Artifact Documentation for Elementary School Maker Education / $c Monica Miaoxia Chan.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2022
300 $a 1 electronic resource (172 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisors: Holbert, Nathan R. Committee members: Blikstein, Paulo; Okita, Sandra; Lena, Jennifer.
502 $b Ed.D. $c Teachers College, Columbia University $d 2022.
520 $a My dissertation is a qualitative design-based research study that explores Singaporean elementary school students' documentation and reflection practices in a maker learning environment. In this work, I build upon literature from Constructionism, Metacognition, and formative assessment methods. I investigate the following research questions regarding student-driven documentation of maker processes:1. How might artifact documentation and organization, as a mode of formative assessment, provide new insights to students and teachers in complex making/construction processes?2. How could artifact documentation embedded in a collaborative tool contribute to students' identification and reflection of new knowledge gained during their making process?Over the course of two and a half years, I developed prototypes of the CoCreator App, informed by constructionist pedagogy and metacognitive practices. Then, I implemented the CoCreator App prototypes in two schools and an afterschool makerspace in Singapore, where students and teachers used it as their technology-facilitated process for documentation. Through analysis of students' and teachers' interviews, observations and field notes of classroom sessions, I reveal opportunities for thoughtful design of documentation tools that advance and challenge the theoretical underpinnings of Constructionism and Metacognition, and cater to elementary school students' learning and reflection. My design recommendations include: multimodal choices of documentation, integration with students' routines and workflows, organization of artifacts to achieve a balance between multimodality and integration with routines. Finally, I end with a note about the essential role that teachers play in engaging with students' artifacts and nurturing a culture of documentation in the classroom, to inch closer to helping students develop intrinsic motivation towards student-driven formative assessment.
546 $a English
590 $a School code: 0055
650 4 $a Educational technology. $3 517670
650 4 $a Design. $3 518875
650 4 $a Instructional design. $3 3172279
650 4 $a Elementary education. $3 641385
653 $a Constructionism
653 $a Documentation
653 $a Formative assessment
653 $a Maker education
653 $a Metacognition
653 $a Reflection
690 $a 0710
690 $a 0389
690 $a 0447
690 $a 0524
710 2 $a Teachers College, Columbia University. $b Mathematics, Science and Technology. $e degree granting institution. $3 3759004
720 1 $a Holbert, Nathan R. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-05A.
790 $a 0055
791 $a Ed.D.
792 $a 2022
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29394608