Maker Activities and Academic Writing in a Middle School Science Class

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Published: Jul 7, 2022
DOI: https://doi.org/10.13001/jtilt.v1i1.6869
Keywords:
Maker Activities Academic Language Science Learning

Main Article Content

Ashley Stewart
University of Pittsburgh
Jiangmei Yuan
West Virginia University
https://orcid.org/0000-0001-5408-3938

Abstract

Academic language is an important focus area in middle school. However, academic writing in science classes is challenging for middle school students. Maker activities can contribute to students’ academic language development through artifact creation with tangible resources (Own, 2018). This makerspace and academic writing project, codesigned by a science teacher and a technology integration specialist, invited middle school science students to work on academic writing through maker activities.

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How to Cite
Stewart, A., & Yuan, J. (2022). Maker Activities and Academic Writing in a Middle School Science Class. Journal of Technology-Integrated Lessons and Teaching, 1(1), 42–48. https://doi.org/10.13001/jtilt.v1i1.6869
Issue
Vol. 1 No. 1 (2022)
Section
Article
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biographies

Ashley Stewart, University of Pittsburgh

Ashley Stewart is a former Technology Integration Specialist and Academic Coach for a public school district in West Virginia. She is now an instructional designer at the University of Pittsburgh School of Pharmacy, where she develops online continuing education for medical professionals. Her research interests include makerspaces, language learning, pharmacogenomics education, and microcredentialing.

 

Jiangmei Yuan, West Virginia University

Jiangmei Yuan is an Assistant Professor of Instructional Design and Technology in the School of Education at West Virginia University. She studies how to improve STEM teaching and learning. Specifically, her research focuses on computer science education, teacher learning of engineering design, engineering students’ learning in foundational courses, as well as how to use peer assessment to improve STEM learning.