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dc.contributor.authorConnolly, Cornelia
dc.contributor.authorO Gorman, Sean
dc.contributor.authorHall, Tony
dc.contributor.authorHijón-Neira, Raquel
dc.date.accessioned2020-12-04T11:55:18Z
dc.date.available2020-12-04T11:55:18Z
dc.date.issued2020
dc.identifier.citationConnolly, 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.2020.3.2778en_IE
dc.identifier.issn2385-4731
dc.identifier.urihttp://hdl.handle.net/10379/16362
dc.description.abstractThis 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.en_IE
dc.description.sponsorshipResearch was funded by Google Ireland Educator Grant, 2017.en_IE
dc.formatapplication/pdfen_IE
dc.language.isoenen_IE
dc.publisherUniversitat Rovira i Virgili, Departament de Pedagogiaen_IE
dc.relation.ispartofUniversitas Tarraconensis. Journal of Education Sciencesen
dc.subjectTeacher Educationen_IE
dc.subjectCodingen_IE
dc.subjectComputational Thinkingen_IE
dc.titlePre-service teacher perceptions in integrating maker-centered learning in their mathematics and education initial teacher education programmeen_IE
dc.typeArticleen_IE
dc.date.updated2020-12-04T11:25:07Z
dc.identifier.doi10.17345/ute.2020.3.2778
dc.local.publishedsourcehttps://doi.org/10.17345/ute.2020.3.2778en_IE
dc.description.peer-reviewedpeer-reviewed
dc.contributor.funderGoogle Irelanden_IE
dc.internal.rssid23774752
dc.local.contactCornelia Connolly, Edu-G011, Nuns Island, Education Building, National University Of Ireland, Galway. +353 (0)91 492369 Email: cornelia.connolly@nuigalway.ie
dc.local.copyrightcheckedYes
dc.local.versionACCEPTED
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