Learners' Knowledge Representation Through Maker Artifacts in an Inquiry-Based Maker Learning Environment

• In Event: AERA Poster Session 11
  In Poster Session: Learning Environments Poster Session

Abstract

This research aimed at exploring the influence of guided-inquiry design on learners’ design of inquiry questions and creation of maker artifacts. An exploratory case study was conducted to investigate learners’ experience in generating inquiry questions and creating maker artifacts. The participants were 8th-grade students in a suburban public middle school in the southcentral of the U.S. Qualitative data were analyzed focusing on students’ development of inquiry questions and knowledge representation through their making artifacts. The findings indicated that the students were at different developmental levels, and therefore scaffolding should be customized to meet individuals’ needs. Implications regarding theory, practice, research, and design are discussed.

Authors

• Xun Ge, The University of Oklahoma

• Kyungwon Koh, University of Illinois at Urbana-Champaign

• Ling Hu

• Murat Turk, The University of Oklahoma

• Lee B. Nelson, Norman Public Schools, Norman, OK