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Abstract
Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators’ identity exploration as they engaged in professional development sessions on maker education. Teacher data was visualized using epistemic network analysis and supplemented with qualitative examinations to understand how teachers engaged in identity exploration over time. Findings illustrated shifts toward more specific and balanced conceptualizations of self as educators gained skill in the intentional examination of roles.
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Notes on contributors
Mark E. Petrovich
Mark E. Petrovich is a doctoral candidate in Drexel University's School of Education. His research focuses on the design and implementation of developing technologies, such as augmented and virtual realities, across formal and informal learning settings.
Amanda Barany
Dr. Amanda Barany is a postdoctoral scholar in Drexel University’s School of Education. Her research interests focus on the development and implementation of games as learning tools to support engagement, interest, valuing, and identity development around STEM careers.
Mamta Shah
Dr. Mamta Shah is a Learning Scientist at Elsevier, where she conducts research to support effective learning solutions and outcomes for nursing and health education.
Aroutis Foster
Dr. Aroutis Foster is an Associate Professor of Learning Technologies in the School of Education at Drexel University. His research aims to explore the learning process including motivation to learn and learners’ identity change using immersive digital technologies, such as games.