Learning from the parallel pathways of Makers to broaden pathways to engineering.
Identifieur interne : 000797 ( Main/Exploration ); précédent : 000796; suivant : 000798Learning from the parallel pathways of Makers to broaden pathways to engineering.
Auteurs : Christina Foster [États-Unis] ; Aubrey Wigner [États-Unis] ; Micah Lande [États-Unis] ; Shawn S. Jordan [États-Unis]Source :
- International journal of STEM education [ 2196-7822 ] ; 2018.
Abstract
Background
Makers are a growing community of STEM-minded people who bridge technical and non-technical backgrounds to imagine, build and fabricate engineering systems. Some have engineering training, some do not. This paper presents a study to explore the educational pathways of adult Makers and how they intersect with engineering. This research is guided by the following research questions: (1) What can we learn about the educational pathways of adult Makers through the lens of constructivist grounded theory? and (2) How do the educational pathways of Makers intersect with engineering? This study relied on qualitative interviews, using artifact elicitation interviews and constructivist critical incident technique interviews, of 42 adult Makers.
Results
Through inductive analysis of a collection of interviews with Makers, a theme emerged where Makers from different educational backgrounds and with different careers (e.g., art, STEM, business) were making artifacts that had similar purposes. We present two cases of parallel pathways, (1) musical artifacts and (2) large-scale interactive artifacts, to demonstrate the multiple, parallel life pathways that Makers take to making their artifacts and the contextual events and activities that are critical to the direction of these pathways.
Conclusions
The stories and life pathways of adult learners engaged in Making can offer valuable insight into how we might identify practices that promote the access and success of a larger and more diverse population of students for engineering. Makers are engaged in activities that embody the Engineer of 2020 (e.g., lifelong learning, creativity, and practical ingenuity). By studying Makers, we can consider the multiplicity of pathways into engineering majors and careers.
DOI: 10.1186/s40594-017-0098-8
PubMed: 30631696
PubMed Central: PMC6310400
Affiliations:
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Jordan</name><affiliation wicri:level="2"><nlm:affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</nlm:affiliation><country>États-Unis</country><placeName><region type="state">Arizona</region></placeName><wicri:cityArea>1Arizona State University-Polytechnic Campus, Mesa</wicri:cityArea></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">PubMed</idno><date when="2018">2018</date><idno type="RBID">pubmed:30631696</idno><idno type="pmid">30631696</idno><idno type="doi">10.1186/s40594-017-0098-8</idno><idno type="pmc">PMC6310400</idno><idno type="wicri:Area/Main/Corpus">000608</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Corpus" wicri:corpus="PubMed">000608</idno><idno type="wicri:Area/Main/Curation">000608</idno><idno type="wicri:explorRef" wicri:stream="Main" wicri:step="Curation">000608</idno><idno type="wicri:Area/Main/Exploration">000608</idno></publicationStmt><sourceDesc><biblStruct><analytic><title xml:lang="en">Learning from the parallel pathways of Makers to broaden pathways to engineering.</title><author><name sortKey="Foster, Christina" sort="Foster, Christina" uniqKey="Foster C" first="Christina" last="Foster">Christina Foster</name><affiliation wicri:level="2"><nlm:affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</nlm:affiliation><country>États-Unis</country><placeName><region type="state">Arizona</region></placeName><wicri:cityArea>1Arizona State University-Polytechnic Campus, Mesa</wicri:cityArea></affiliation></author><author><name sortKey="Wigner, Aubrey" sort="Wigner, Aubrey" uniqKey="Wigner A" first="Aubrey" last="Wigner">Aubrey Wigner</name><affiliation wicri:level="2"><nlm:affiliation>2Michigan State University, East Lansing, MI USA.</nlm:affiliation><country>États-Unis</country><placeName><region type="state">Michigan</region></placeName><wicri:cityArea>2Michigan State University, East Lansing</wicri:cityArea></affiliation></author><author><name sortKey="Lande, Micah" sort="Lande, Micah" uniqKey="Lande M" first="Micah" last="Lande">Micah Lande</name><affiliation wicri:level="2"><nlm:affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</nlm:affiliation><country>États-Unis</country><placeName><region type="state">Arizona</region></placeName><wicri:cityArea>1Arizona State University-Polytechnic Campus, Mesa</wicri:cityArea></affiliation></author><author><name sortKey="Jordan, Shawn S" sort="Jordan, Shawn S" uniqKey="Jordan S" first="Shawn S" last="Jordan">Shawn S. Jordan</name><affiliation wicri:level="2"><nlm:affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</nlm:affiliation><country>États-Unis</country><placeName><region type="state">Arizona</region></placeName><wicri:cityArea>1Arizona State University-Polytechnic Campus, Mesa</wicri:cityArea></affiliation></author></analytic><series><title level="j">International journal of STEM education</title><idno type="eISSN">2196-7822</idno><imprint><date when="2018" type="published">2018</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>Background</b></p><p>Makers are a growing community of STEM-minded people who bridge technical and non-technical backgrounds to imagine, build and fabricate engineering systems. Some have engineering training, some do not. This paper presents a study to explore the educational pathways of adult Makers and how they intersect with engineering. This research is guided by the following research questions: (1) What can we learn about the educational pathways of adult Makers through the lens of constructivist grounded theory? and (2) How do the educational pathways of Makers intersect with engineering? This study relied on qualitative interviews, using artifact elicitation interviews and constructivist critical incident technique interviews, of 42 adult Makers.</p></div><div type="abstract" xml:lang="en"><p><b>Results</b></p><p>Through inductive analysis of a collection of interviews with Makers, a theme emerged where Makers from different educational backgrounds and with different careers (e.g., art, STEM, business) were making artifacts that had similar purposes. We present two cases of parallel pathways, (1) musical artifacts and (2) large-scale interactive artifacts, to demonstrate the multiple, parallel life pathways that Makers take to making their artifacts and the contextual events and activities that are critical to the direction of these pathways.</p></div><div type="abstract" xml:lang="en"><p><b>Conclusions</b></p><p>The stories and life pathways of adult learners engaged in Making can offer valuable insight into how we might identify practices that promote the access and success of a larger and more diverse population of students for engineering. Makers are engaged in activities that embody the Engineer of 2020 (e.g., lifelong learning, creativity, and practical ingenuity). By studying Makers, we can consider the multiplicity of pathways into engineering majors and careers.</p></div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">30631696</PMID><DateRevised><Year>2020</Year><Month>10</Month><Day>01</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">2196-7822</ISSN><JournalIssue CitedMedium="Internet"><Volume>5</Volume><Issue>1</Issue><PubDate><Year>2018</Year></PubDate></JournalIssue><Title>International journal of STEM education</Title><ISOAbbreviation>Int J STEM Educ</ISOAbbreviation></Journal><ArticleTitle>Learning from the parallel pathways of Makers to broaden pathways to engineering.</ArticleTitle><Pagination><MedlinePgn>6</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1186/s40594-017-0098-8</ELocationID><Abstract><AbstractText Label="Background" NlmCategory="UNASSIGNED">Makers are a growing community of STEM-minded people who bridge technical and non-technical backgrounds to imagine, build and fabricate engineering systems. Some have engineering training, some do not. This paper presents a study to explore the educational pathways of adult Makers and how they intersect with engineering. This research is guided by the following research questions: (1) What can we learn about the educational pathways of adult Makers through the lens of constructivist grounded theory? and (2) How do the educational pathways of Makers intersect with engineering? This study relied on qualitative interviews, using artifact elicitation interviews and constructivist critical incident technique interviews, of 42 adult Makers.</AbstractText><AbstractText Label="Results" NlmCategory="UNASSIGNED">Through inductive analysis of a collection of interviews with Makers, a theme emerged where Makers from different educational backgrounds and with different careers (e.g., art, STEM, business) were making artifacts that had similar purposes. We present two cases of parallel pathways, (1) musical artifacts and (2) large-scale interactive artifacts, to demonstrate the multiple, parallel life pathways that Makers take to making their artifacts and the contextual events and activities that are critical to the direction of these pathways.</AbstractText><AbstractText Label="Conclusions" NlmCategory="UNASSIGNED">The stories and life pathways of adult learners engaged in Making can offer valuable insight into how we might identify practices that promote the access and success of a larger and more diverse population of students for engineering. Makers are engaged in activities that embody the Engineer of 2020 (e.g., lifelong learning, creativity, and practical ingenuity). By studying Makers, we can consider the multiplicity of pathways into engineering majors and careers.</AbstractText></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Foster</LastName><ForeName>Christina</ForeName><Initials>C</Initials><AffiliationInfo><Affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</Affiliation><Identifier Source="ISNI">0000 0001 2151 2636</Identifier><Identifier Source="GRID">grid.215654.1</Identifier></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Wigner</LastName><ForeName>Aubrey</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>2Michigan State University, East Lansing, MI USA.</Affiliation><Identifier Source="ISNI">0000 0001 2150 1785</Identifier><Identifier Source="GRID">grid.17088.36</Identifier></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Lande</LastName><ForeName>Micah</ForeName><Initials>M</Initials><AffiliationInfo><Affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</Affiliation><Identifier Source="ISNI">0000 0001 2151 2636</Identifier><Identifier Source="GRID">grid.215654.1</Identifier></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Jordan</LastName><ForeName>Shawn S</ForeName><Initials>SS</Initials><AffiliationInfo><Affiliation>1Arizona State University-Polytechnic Campus, Mesa, AZ USA.</Affiliation><Identifier Source="ISNI">0000 0001 2151 2636</Identifier><Identifier Source="GRID">grid.215654.1</Identifier></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2018</Year><Month>03</Month><Day>02</Day></ArticleDate></Article><MedlineJournalInfo><Country>Germany</Country><MedlineTA>Int J STEM Educ</MedlineTA><NlmUniqueID>101738908</NlmUniqueID><ISSNLinking>2196-7822</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">Engineering</Keyword><Keyword MajorTopicYN="N">Engineering education</Keyword><Keyword MajorTopicYN="N">Making</Keyword><Keyword MajorTopicYN="N">Pathways</Keyword></KeywordList><CoiStatement>This study was approved by the Arizona State University Institutional Review Board. Participants signed consent forms which explained the nature of the study and the protections placed on their identities. In the analysis and presentation of this data, pseudonyms were used for all participants.The authors declare that they have no competing interests.Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2017</Year><Month>05</Month><Day>26</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2017</Year><Month>12</Month><Day>25</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2019</Year><Month>1</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2019</Year><Month>1</Month><Day>12</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2019</Year><Month>1</Month><Day>12</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">30631696</ArticleId><ArticleId IdType="doi">10.1186/s40594-017-0098-8</ArticleId><ArticleId IdType="pii">98</ArticleId><ArticleId IdType="pmc">PMC6310400</ArticleId></ArticleIdList><pmc-dir>pmcsd</pmc-dir>
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