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<p>This paper explores how a teaching sequence designed using the notion of Papert’s “powerful ideas” might bridge the disparate institutional logics found in makerspaces and schools. Using a case study approach, we analyzed two elementary novice maker teachers’ implementations of a maker teaching sequence while navigating the institutional logics of schooling. We studied the teachers’ experiences through the lenses of maker learning practices, the institutional logics of schooling, and Papert’s notions of powerful ideas. Findings highlight teachers engaged in Papert’s notion of “idea work” as they navigated the tensions and synergies when bridging making and schooling, leading them to see powerful curricular possibilities through making. More challenging was assessment, where schooling logics overwhelmed other considerations as the teachers attended to a more traditional focus on using assessment for reporting purposes.</p>

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Can elementary teachers bridge the logics of making and schooling?: developing a maker teaching sequence that promotes powerful ideas across multiple media

  • 期刊论文

  • 发表日期：

    2025年6月21日

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  • Sandra Becker,
  • Jesus E. Hernández-Zavaleta,
  • Douglas B. Clark,
  • Michele Jacobsen

摘要

This paper explores how a teaching sequence designed using the notion of Papert’s “powerful ideas” might bridge the disparate institutional logics found in makerspaces and schools. Using a case study approach, we analyzed two elementary novice maker teachers’ implementations of a maker teaching sequence while navigating the institutional logics of schooling. We studied the teachers’ experiences through the lenses of maker learning practices, the institutional logics of schooling, and Papert’s notions of powerful ideas. Findings highlight teachers engaged in Papert’s notion of “idea work” as they navigated the tensions and synergies when bridging making and schooling, leading them to see powerful curricular possibilities through making. More challenging was assessment, where schooling logics overwhelmed other considerations as the teachers attended to a more traditional focus on using assessment for reporting purposes.