IDEAS home Printed from https://ideas.repec.org/a/taf/vjerxx/v114y2021i2p119-129.html
   My bibliography  Save this article

Making progress: Engaging maker education in science classrooms to develop a novel instructional metaphor for teaching electric potential

Author

Listed:
  • Colby Tofel-Grehl
  • Douglas Ball
  • Kristin Searle

Abstract

Physics educators often struggle with how to tackle complex content such as electric potential. As a result, high school students are typically not engaged in developing a deep understanding of this concept. Historically, such engagement has been perceived as too challenging and abstract. To date no process exists for engaging students in a meaningful way around such content. However, Making provides a new way to engage students in learning about electric potential that has not yet been done. Drawing upon observations and interviews, this article shares the instructional opportunities afforded one high school physics teacher in teaching electric potential through the construction and coding of electronic textiles (e-textiles) maker projects. The study furthers current research in physics education by examining both the instructional methods and outcomes of instruction for high school physics students when e-textiles is used as a model for teaching electric potential.

Suggested Citation

  • Colby Tofel-Grehl & Douglas Ball & Kristin Searle, 2021. "Making progress: Engaging maker education in science classrooms to develop a novel instructional metaphor for teaching electric potential," The Journal of Educational Research, Taylor & Francis Journals, vol. 114(2), pages 119-129, May.
    • Handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:119-129
    DOI: 10.1080/00220671.2020.1838410
    as

    Download full text from publisher

    File URL: http://hdl.handle.net/10.1080/00220671.2020.1838410
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/00220671.2020.1838410?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:vjerxx:v:114:y:2021:i:2:p:119-129. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/vjer20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.