Conference
H. A. Pearson, A. K. Dubé
American Educational Research Association (AERA), 2024
American Educational Research Association (AERA), 2024
DOI:
https://doi.org/10.3102/2101053
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APA
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Pearson, H. A., & Dubé, A. K. (2024). Fostering adolescents self-directed learning through making: The development of an integrated model. . American Educational Research Association (AERA). https://doi.org/ https://doi.org/10.3102/2101053
Chicago/Turabian
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Pearson, H. A., and A. K. Dubé. “ Fostering Adolescents Self-Directed Learning through Making: The Development of an Integrated Model. .” American Educational Research Association (AERA), 2024.
MLA
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Pearson, H. A., and A. K. Dubé. Fostering Adolescents Self-Directed Learning through Making: The Development of an Integrated Model. . American Educational Research Association (AERA), 2024, doi: https://doi.org/10.3102/2101053.
BibTeX Click to copy
@conference{h2024a,
title = { Fostering adolescents self-directed learning through making: The development of an integrated model. },
year = {2024},
month = dec,
organization = {American Educational Research Association (AERA)},
doi = { https://doi.org/10.3102/2101053},
author = {Pearson, H. A. and Dubé, A. K.},
month_numeric = {12}
}
With the aim of developing a comprehensive framework to enhance self-directed learning (SDL) in adolescents via maker tools (e.g., 3D printing), a systematic review of studies that targeted SDL was conducted. Three main theories (self-regulated, inquiry-based, and problembased learning) and six key characteristics of SDL environments were identified (guiding supports, SRL components, inquiry and choice, collaboration, differentiation, and hypothesis testing and inquiry). Based on the results, a new framework for using making-activities in high school classrooms is proposed that integrates all of the key characteristics for SDL and organizes them according to the design process and SRL phases. The proposed Design-Centered -SDL Model provides a framework for integrating process-oriented, maker-based activities in classrooms that support learners’ agency and autonomy.
