TLC Lab - Fostering adolescents self-directed learning through making:

Conference

H. A. Pearson, A. K. Dubé
American Educational Research Association (AERA), 2024

DOI: https://doi.org/10.3102/2101053

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APA Click to copy
Pearson, H. A., & Dubé, A. K. (2024). Fostering adolescents self-directed learning through making: The development of an integrated model. . American Educational Research Association (AERA). https://doi.org/ https://doi.org/10.3102/2101053

Chicago/Turabian Click to copy
Pearson, H. A., and A. K. Dubé. “ Fostering Adolescents Self-Directed Learning through Making: The Development of an Integrated Model. .” American Educational Research Association (AERA), 2024.

MLA Click to copy
Pearson, H. A., and A. K. Dubé. Fostering Adolescents Self-Directed Learning through Making: The Development of an Integrated Model. . American Educational Research Association (AERA), 2024, doi: https://doi.org/10.3102/2101053.

BibTeX Click to copy

@conference{h2024a,
  title = { Fostering adolescents self-directed learning through making: The development of an integrated model. },
  year = {2024},
  month = dec,
  organization = {American Educational Research Association (AERA)},
  doi = {	https://doi.org/10.3102/2101053},
  author = {Pearson, H. A. and Dubé, A. K.},
  month_numeric = {12}
}

With the aim of developing a comprehensive framework to enhance self-directed learning (SDL) in adolescents via maker tools (e.g., 3D printing), a systematic review of studies that targeted SDL was conducted. Three main theories (self-regulated, inquiry-based, and problembased learning) and six key characteristics of SDL environments were identified (guiding supports, SRL components, inquiry and choice, collaboration, differentiation, and hypothesis testing and inquiry). Based on the results, a new framework for using making-activities in high school classrooms is proposed that integrates all of the key characteristics for SDL and organizes them according to the design process and SRL phases. The proposed Design-Centered -SDL Model provides a framework for integrating process-oriented, maker-based activities in classrooms that support learners’ agency and autonomy.