Problem-based science, a constructionist approach to science literacy in middle school

Publication date: June 2018Source: International Journal of Child-Computer Interaction, Volume 16Author(s): Christa FloresAbstractThis paper describes a four-year observation using a model designed and tested in a middle school maker space, called problem-based science (PbS). PbS was used as the primary model for a middle school science curriculum adapted by the tools and mindsets of the maker movement. PbS is learning through inventing and problem solving — while using the latest in fabrication technology, like 3D printers and laser cutters, as well as more traditional making skills, like electronics, robotics, sewing and carpentry. PbS is based on Seymour Papert’s constructionism, set to a science curriculum taught full time in a makerspace or fablab. Bridging ideas in design thinking, maker education, and applied math and science, the term problem-based science was used to describe how learning would look, sound, and feel different in a makerspace, when a focus was on learner-centered curriculum. The design and testing of this curriculum took place as part of the 5th and 6th grade science courses offered at a private (non-public) school in California (USA) the fall of 2012, through the spring of 2016. Through daily formative assessment, as well as exit surveys, the patterns and benefits of learning in a self-directed learning space, designed for constructionism, were observed. This paper shares the highlights of those years. Video taped exit surveys conducted by the au...
Source: International Journal of Child Computer Interaction - Category: Child Development Source Type: research