DOI
https://doi.org/10.25772/T575-N432
Author ORCID Identifier
0000-0001-9571-1910
Defense Date
2019
Document Type
Dissertation
Degree Name
Doctor of Philosophy
Department
Education
First Advisor
Dr. Monty Jones
Second Advisor
Dr. William Muth
Third Advisor
Dr. Elizabeth Edmondson
Fourth Advisor
Dr. Shaunna Smith
Abstract
The maker movement is a social movement which espouses the importance of artifact creation through physical and digital tools. As the maker movement moves into educational spaces, researchers and educators are exploring ways to integrate it alongside current classroom practices. A prevalent framework for maker integration is the maker-centered learning framework, which was used as part of the conceptual framework. Currently, more research is needed which justifies and analyzes maker-centered learning in an educational environment. This study aimed to use phenomenological methods to capture the lived experience of chemistry teacher as she integrated the maker-centered learning framework into her chemistry classroom.
Rights
© Michael Lee Schad
Is Part Of
VCU University Archives
Is Part Of
VCU Theses and Dissertations
Date of Submission
12-11-2019
Included in
Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons