Between Artifacts and Narratives: Maker Culture and Teacher Professional Development in Science Education
DOI:
https://doi.org/10.35819/tear.v15.n1.a8140Abstract
This article analyzed the narratives of Natural Sciences teachers who participated in an in-service teacher education program conducted in a maker space, investigating how interaction with digitally fabricated educational artifacts revealed perceptions, tensions, and reconfigurations in pedagogical practice. Grounded in discussions on continuing professional development as a dimension of teacher professionalization, digital competencies, and maker culture, the study adopted a qualitative interpretative approach. Thirty-five teachers working in the final years of Elementary Education participated in the program, organized into eight groups that handled educational products developed through 3D printing, laser cutting, and low-cost materials, addressing biology, physics, and chemistry content. Data were produced through audio-recorded descriptions guided by open-ended questions, complemented by 52 units of analysis extracted from individual responses. The data were examined through thematic analysis and organized into three main categories: Pedagogical, Professional Development, and Digital Citizenship. The findings indicated the predominance of the pedagogical dimension, particularly regarding didactic applicability, playfulness, and the materialization of abstract scientific concepts. Evidence of teacher curation, creative adaptation of materials, curricular tensions, and demands for instructional mediation and accessibility also emerged. The study concluded that maker-mediated professional development fostered reflective processes associated with teacher professional growth, highlighting both the potential and the limitations of integrating technology into science teaching within public schools.
Keywords: Continuing Professional Development. Maker Culture. Science Education.
Downloads
Downloads
Published
Issue
Section
License
Autores que publicam nesta revista concordam com os seguintes termos:
a. Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons, que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista a partir dos critérios abaixo:
CC BY-NC – Uso Não Comercial (NC): Os licenciados podem copiar, distribuir, exibir e executar a obra e realizar trabalhos derivados dela, desde que sejam para fins não comerciais .
b. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
c. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
