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Preservice and Early Career Teachers' Preconceptions and Misconceptions about Making in Education
ARTICLE

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Journal of Digital Learning in Teacher Education Volume 34, Number 1, ISSN 2153-2974

Abstract

This qualitative study examined preservice and early career teachers' preconceptions and misconceptions about making in education. Eighty-two preservice and early career teachers participated in brief, one-time maker workshops, then wrote reflections on their experiences. Using constant comparative analysis, researchers uncovered two common misconceptions held by the participants. The first was that making in education consisted of hands-on activities designed to achieve specific content learning objectives. The second was that making was largely dependent on the use of advanced manufacturing tools, such as three-dimensional (3D) printers. Such misconceptions could negatively impact the potential of making in education. Recommendations for resolving these misconceptions are presented, along with recommendations for future research.

Citation

Cohen, J.D., Jones, W.M. & Smith, S. (2018). Preservice and Early Career Teachers' Preconceptions and Misconceptions about Making in Education. Journal of Digital Learning in Teacher Education, 34(1), 31-42. Retrieved October 20, 2019 from .

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