利用有效失败的创客学习活动设计 * ——一项探索性研究

Using Productive Failure in Maker Learning Activity Design —A Preliminary Study

In current practice of maker education in primary and secondary school， the form of maker activity is overemphasized whereas students’ real experience is neglected. Directed by the theory of productive failure， this paper focus on the question of how to make learning effectively happen and probe into the strategies of effective scaffolding design. Based on qualitative data collected by participant observation and deep interview， this paper investigates functions of various scaffolding design in supporting and directing students’ creative problem solving process. During the three iteration of the learning activity design， the author and the teacher participant worked together in an atmosphere of equal negotiation and extensive interaction， which provide an opportunity to explore integrating of instructional design theory research and teachers’ professional development promotion. Findings of this study support the recent theoretical opinion of productive failure， and verifies the hypothesis that multiple iteration of scaffolding design can maximally match student’s current ability and lead to effective learning process. This study reveals the value of maker tools as scaffolding necessary for promoting creative thinking， emphasizes the importance of learning process in evaluation of maker education and suggests supporting teachers with dynamic instructional design strategies instead of providing static instructional design models.