Pre-service teacher perceptions in integrating maker-centered learning in their mathematics and education initial teacher education programme
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Date
2020Author
Connolly, Cornelia
O Gorman, Sean
Hall, Tony
Hijón-Neira, Raquel
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Connolly, Cornelia, O Gorman, Sean, Hall, Tony, & Hijón-Neira, Raquel. (2020). Pre-service teacher perceptions in integrating maker-centered learning in their mathematics and education initial teacher education programme. UTE Universitas Tarraconensis Revista de Ciències de l'Educació, 50-67. doi: 10.17345/ute.2020.3.2778
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Abstract
This paper describes an innovative programme ‘C2
4M2 : Creative Coding for Math’s Makers’, in an
undergraduate concurrent teacher education degree programme. Using the Makerspace in a University
setting, the programme fostered a culture of creativity and innovation through combining mathematics and
the more widely recognized STEM subjects. In addressing the challenge of preparing teachers effectively
to teach key STEM areas, such as computational thinking, in an engaging and effective way, this paper
describes a maker-design and structure, integrating physics with computer coding, to address the challenge
in preparing student teachers of mathematics. The paper aims to validate and explore the pre-service
teachers’ perceptions of computer science and demonstrates the potential of maker-centred learning as a
powerful context for promoting and enhancing STEM education, both amongst pupils and pre-service
teachers. This paper examines if the design of the C2
4M2 fosters a positive attitude towards computing for
this set of pre-service teachers. The research conducted addresses the salient issues in sustaining and
integrating maker-centred learning more widely and systematically within education, particularly the need
to support teacher professional development in maker-centred learning to mediate sustainable, high impact
learning in schools and other educational settings.