Didactica Maker. Estrategias colaborativas de aprendizaje STEM en Diseño Industrial

Makers Didactics. STEM Learning collaborative strategies in Industrial Design

Martini, Sebastián; Chiarella, Mauro

Artigo Completo:

In this presentation will be exposed a work of verification of the research carried out for the Master's degree in University Teaching about the implications of Maker Culture in the teaching-learning processes into Industrial Design. From this exploration, we are interested in proposing an exercise for the subject IMD-DI, that develop an action process where it is possible catalyze the educational advantages of Maker Culture, STEAM education and the disciplinary transversality within a strategy on problembased learning as a way of approach and knowledge generation.

In this presentation will be exposed a work of verification of the research carried out for the Master's degree in University Teaching about the implications of Maker Culture in the teaching-learning processes into Industrial Design. From this exploration, we are interested in proposing an exercise for the subject IMD-DI, that develop an action process where it is possible catalyze the educational advantages of Maker Culture, STEAM education and the disciplinary transversality within a strategy on problembased learning as a way of approach and knowledge generation.

Palavras-chave:

DOI: 10.5151/sigradi2017-025

Referências bibliográficas

• [1] Anderson, C. (2015) Makers. La Nueva Revolución Industrial (nuevos paradigmas). Barcelona: ed. Empresa Activa.
• [2] Chiarella, M; Martini, S; Giraldi, S; Góngora, N; Picco, C (2016); Cultura Maker. Dispositivos, prótesis robóticas y programación visual en arquitectura y diseño para eficiencia energética; p. 961-968. in: xx Congreso de la sociedad iberoamericana de gráfica digital [=blucher design proceedings, v.3 n.1]. são paulo: blucher, 2016. issn 2318-6968, doi 10.5151/despro-sigradi2016- 583.
• [3] Dougherty, D, (2013). The maker mindset. Design, make, play: growing the next generation of stem innovators, 7-11.
• [4] Felder, R, & Brent, R. (2016) Teaching and Learning STEM: a practical guide, Jossey-Bass.
• [5] González, L. F; Calvo, C. (2014) Desarrollo de competências avanzadas en computación en la formación de los arquitectos latinoamericanos del siglo XXI In: GARCÍA AMEN, F., ed. Proceedings of the 18th SIGraDi Conference, 12-14 November, Montevideo, Uruguay. Facultad de Arquitectura, Universidad de la República, pp. 217-221.
• [6] Gutierréz, C (2014) Análisis comparativo de metodologías de aprendizaje colaborativo, jigsaw y aprendizaje basado em problemas, haciendo uso de objetos de aprendizaje reutilizables, para el aprendizaje de la geometría, en alumnos de primero medio. Tesis para optar al grado de Magister en Educación. Facultad de Ciencias Sociales Universidad de Chile.
• [7] Hatch, M (2014). The Maker Movement Manifiesto. McGraw-Hill Education. ISBN: 978-0-07-182113-1
• [8] Makerspace team (2013) Makerspace Playbook. Maker media. Under an attribution-non-commercial-sharealike creative commons license (cc by-nc-sa.)
• [9] Tresserras, J (2015) Diseño e interdisciplinariedad. Una vision. Universitat de Girona. ISBN: 1139‐7365
• [10] Aronson, E. Tecnica de Rompecabezas. Recuperado en 2017 de https://www.jigsaw.org/

Como citar:

Martini, Sebastián; Mauro Chiarella; "Didactica Maker. Estrategias colaborativas de aprendizaje STEM en Diseño Industrial", p-158-164. In: . São Paulo: Blucher, 2017.
ISSN 23186968, DOI 10.5151/sigradi2017-025