חנוך לנער על פי דרכו: חונכות תלמידים כמודל פדגוגי להוראת יצרנות (מייקריות) בבתי ספר

The code and robotics curriculum uses programming to create digital solutions and implement
computational, system- and design-thinking in different subject-matters. This aim is based on
the Constructionist learning framework (Papert, 1980), according to which people learn by
experience, through designing tangible artifacts. This study explores pedagogical changes that
realize the learning potential of makers. The research analyzes code and robotics studies taking
place at an Innovation Center, which operates through mentoring model. Namely, high-school
students studying computer science accompanied by the teacher, mentor sixth-graders who
study code and robotics as an annual extracurricular project at the Center. The code and robotics
skills that sixth-graders acquire at the Center, will further enable the construction of an
innovative escape rooms for first-graders they mentor. The escape rooms will be designed in
collaboration with the first-grade teachers to ensure their correspondence to the first-grade
curricula. Semi-structured interviews with the teachers and focus groups with the mentorsstudents and their sixth-graders trainees are conducted. The data are collected at three time
points during the school-year. The data collection focuses on the pedagogical perceptions and
design of the teachers and the mentoring students, as well as on the reflections of mentoredstudents on their learning processes and experience. Preliminary findings show surprising level
of openness to changes and willingness to learn with and from students, in both pedagogical
perceptions and instructional practices of the Innovation Center teacher and of high-school
students who mentor younger students.