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Making and Active Learning in Higher Education

Making and Active Learning in Higher Education

Marja Bertrand, Hiba Barek, Immaculate Kizito Namukasa, Rachelle Campigotto
Copyright: © 2022 |Pages: 26
ISBN13: 9781799895640|ISBN10: 1799895645|EISBN13: 9781799895657
DOI: 10.4018/978-1-7998-9564-0.ch001
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MLA

Bertrand, Marja, et al. "Making and Active Learning in Higher Education." Handbook of Research on Active Learning and Student Engagement in Higher Education, edited by Jared Keengwe, IGI Global, 2022, pp. 1-26. https://doi.org/10.4018/978-1-7998-9564-0.ch001

APA

Bertrand, M., Barek, H., Namukasa, I. K., & Campigotto, R. (2022). Making and Active Learning in Higher Education. In J. Keengwe (Ed.), Handbook of Research on Active Learning and Student Engagement in Higher Education (pp. 1-26). IGI Global. https://doi.org/10.4018/978-1-7998-9564-0.ch001

Chicago

Bertrand, Marja, et al. "Making and Active Learning in Higher Education." In Handbook of Research on Active Learning and Student Engagement in Higher Education, edited by Jared Keengwe, 1-26. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9564-0.ch001

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Abstract

In this study, the authors researched, designed, and implemented maker education opportunities into teacher candidate training, specifically in elementary mathematics and science methods courses. To investigate the impacts of active learning and maker education models in the teacher education program, the researchers observed, interacted with, and asked teacher candidates (1) which instructional design practices were helpful, (2) what they learned (i.e., knowledge gained, effective pedagogies, and teaching methods) and (3) what were the impacts of these learning opportunities in the context of learning to teach mathematics and other STEM subjects? The Maker Ed workshops involved creating opportunities for teacher candidates to gain experience of how to make, exploring ways to incorporate making in a variety of contexts and then extending this learning to their own pedagogy. To better prepare students for the workforce and everyday living, life skills, transferable skills, and workforce competencies need to be taught through student-centered and activating instructional practices.

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