Promoting spatial reasoning in makerspaces : a design based research project exploring the role of epistemic cognition in enriching teachers' pedagogical reasoning /
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(Published version)
Date
2023
Authors
Fowler, Samuel Joseph
Editors
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Journal Title
Journal ISSN
Volume Title
Type:
thesis
Citation
Statement of Responsibility
Conference Name
Abstract
This thesis addresses the challenge teacher educators encounter in converting research-based theories into actionable guidance for enhanced teacher practice, particularly in STEM. Employing a Design Based Research approach, the study explores how professional learning environments can evoke lasting changes in teachers' pedagogical reasoning. The role of theory is emphasised, evolving as a core thread binding the research, and how it shapes understanding, interpretation, and action. Through mixed methods, the research not only uncovers critical knowledge for teachers but also how they assimilate this in professional contexts. Outcomes spotlight the significance of epistemic objects, methods to articulate deep-seated epistemological beliefs, evidence showcasing the influence of careful learning design within makerspaces on spatial reasoning, and blueprints for future professional learning.
School/Discipline
University of South Australia. UniSA Education Futures.
UniSA Education Futures.
UniSA Education Futures.
Dissertation Note
Thesis (PhD(Education) Curriculum, Education Studies) (DUCIER)--University of South Australia, 2023.
Provenance
Copyright 2023 Samuel Joseph Fowler.
Description
1 ethesis (347 pages) :
colour illustrations, charts (some colour)
Includes bibliographical references (pages 261-321)
colour illustrations, charts (some colour)
Includes bibliographical references (pages 261-321)
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506 0#$fstar $2Unrestricted online access