As I read our text, The Reflective Educator's Guide to Classroom Research 3rd Edition, I was reminded why I was initially apprehensive about this project. The term action research as outlined in the text suggests a negative connotation for many as it holds "baggage that the word research in the term action research carried with it when the concept was first introduced by teachers. The images that the word research conjures up come mostly from the process-product paradigm and include a 'controlled setting,' 'an experiment with control and treatment groups,' 'an objective scientist removed from the subjects of study so as not to contaminate findings, ' 'long hours in the library,' and 'crunching numbers.'" (Dana & Yendol-Hoppey, 2014, p. 8)
I appreciate the authors' use of the word inquiry to represent what should come more naturally to teachers as reflection is an integral part of the inquiry process. As explained in our text, reflection should be more intentional. "Teacher inquiry invites intentional, planned reflection, heightening your focus on problem posing." (Dana & Yendol-Hoppey, 2014, p. 23)
The Inquiry Question: How can I enhance the content, lessons, and/or experiences in the Library/Makerspace class for students?
Sub-questions:
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How can makerspace/coding be effectively used for all (K-5) levels during Explore? Beyond Explore?
- What are my learners feelings regarding the makerspace opportunities during Explore?
- How do my makerspace opportunities/activities encourage a growth mindset?
Great question! I am excited to read your reflection. Also, I am glad that you appreciated the inquiry definition from the book. I think that we all do this naturally as we going throughout the school year and reflect on what we will do differently for the next year.
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