Staff and educators describe success as demonstrated either through acquiring skills and mindsets or through participating behaviors, aligning with Sfard's acquisition and participation metaphors¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Educators' examples of demonstrated success split into acquisition-type evidence (skills, mindsets) and participation-type evidence (aha moments, pride, showing work), which the authors map onto Sfard's two metaphors for learning. → Kailea Saplan · Sam Abramovich · Peter Wardrip 2024

Evidence¶

Kailea Saplan · Sam Abramovich · Peter Wardrip 2024¶

Kailea Saplan · Sam Abramovich · Peter Wardrip. (2024). Analyzing properties of success for assessment development in maker-based learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10286-1

q2 · i? · qualitative · r2

Authors' interpretation of interview examples: example A described skills and mindset changes, while examples B and C described in-the-moment aha moments and pride in made work. The alignment with Sfard's metaphors is the authors' scholarly reading, not a tested result.

"Drawing from our expertise as scholars, we noticed that these two ways of demonstrating success aligned Sfard's two metaphors for learning, the acquisition metaphor and the participation metaphor (Sfard, 1998)."

Discussion¶

Related Claims¶

• Library staff and maker educators describe success in maker programs through four themes: who demonstrates success, how it is demonstrated, what makes it visible, and with whom it is shared — possibly the same claim (merge candidate)
• Educators perceive success in maker programs as observable at multiple timescales, from immediately in the moment to over multiple programs or years — related