摘要
本文论述了源于创客文化的STEAM教育和创客教育在正规教育和非正规教育环境中结合方式的不同,从创客文化出发,尝试对创客教育这一概念进行界定,并提出广义的创客教育是创客空间可持续发展的驱动力,后在非正规教育环境,特别是科技馆的创客空间中探索开展创客教育的具体实践,致力于在科技馆众创空间中引入创客教育内核,并融入STEAM情境。
This thesis discusses the different combination ways of STEAM education originated from maker culture and maker education informal education context as well as in informal education context respectively. Based on the maker culture, this thesis makes a tentative declaration of maker education concept. It is proposed that maker education in the broad sense is the driving force for makerspaces＇ sustainable development. Then an exploration on the concrete practice of maker education in informal education context, particularly in science museums＇ makerspaces is undertaken, aiming at introducing the core of maker education in sciencemuseums＇ makerspaces, and getting involved in STEAM scenarios.
出处
《创新科技》
2015年第11期49-52,共4页
Innovation science and technology
基金
广东省科普项目"广东科学中心‘悦科普’青少年科技教育基地建设"(2013B070601010)
