Learning by making
A framework to revisit practices in a constructionist learning environment
Bibliographic Data
| ID | 21297155 |
|---|---|
| Authors | María Florencia Morado (0000-0002-6588-4981, Master Tecnología e Innovación Educativa (MATIE) Universidad Nacional de Costa Rica Heredia Costa Rica, corresponding author), Ayelén Eva Melo (0000-0001-7001-4975, Master Tecnología e Innovación Educativa (MATIE) Universidad Nacional de Costa Rica Heredia Costa Rica), Angela Jarman (0000-0001-6069-177X, Tree of Life International School Santa Ana Costa Rica) |
| Year | 2021 |
| Volume | 52 |
| Issue | 3 |
| Pages | 1093-1115 |
| Publication date | 2021-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Technology (JOURNAL) |
| Journal identifiers | ISSN: 0007-1013 • E-ISSN: 1467-8535 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjet.13083 |
| OpenAlex | W3157771100 |
| Language | EN |
| Citations received | 9 |
| References cited | 20 |
Makerspaces are collaborative workspaces where people construct their ideas using a variety of materials and tools ranging from no tech to high tech, where components can be moulded and transformed into different projects depending on each maker’s vision. Educational makerspaces allow educators to respond to the diverse interests of individual learners. This paper documents the learning of participants at an educational makerspace founded on constructionist principles. We analyse the characteristics of the Maker Movement and the features of an educational makerspace, identify learning dimensions, select a case, analyse field notes, photos and videos using an interpretivist paradigm and refine the practical framework guiding the facilitation of the case study discussed. Given that the investigators are also the facilitators of the activities, this framework allows an a posteriori analysis of the practices used to make learning visible. Practitioner notes What is already known about this topic Makerspaces promote learning in STEM, developing 21st century skills such as effective communication and problem solving. Makerspaces accommodate diverse students and their interests. Makerspaces encourage DIY practices and design thinking. What this paper adds New dimensions for analysing what has been learned in a constructionist educational makerspace. New indicators that illustrate the different dimensions of learning, which permit in‐depth analysis of specific practices and promote reflection. A framework which can be applied in the analysis of learning in similar environments. Recognition that constructionist makerspaces can enhance learning in all disciplines, moving beyond the limits of STEM or STEAM. Implications for practice and/or policy New ways to plan and execute activities in an educational makerspace and any constructionist education centre. A reference for identifying and making visible learning inside educational makerspaces and any constructionist education centre. Assurance of the quality of learning developed in educational makerspaces and any constructionist education centre.
Construct (python library) · Constructionism · Epistemology · Lesson plan · Pedagogy · Plan (archaeology) · Sociology · Strict constructionism · Transformative learning · Variety (cybernetics) · Artificial Intelligence · Biomedical and Engineering Education · Computer Science · Design Education and Practice · Teaching and Learning Programming
Design implications for supporting youth co-design of interactive technologies through functional prototyping
Applying Computational Thinking to Facilitate Children’s Mathematics Learning through Animation Making
The need for digital game-making education for pre-service and in-service teachers
Teacher Education
STEM activities for boosting pupils’ computational thinking and reducing their cognitive load
A constructivist-based interactive learning management system leveraging Google Codelabs
Trends, tensions, and futures of maker education research
They believe students can fly
Characterizing the Foundations of School Makerspace Research and Preparing for the Future
Learning in the Making
Designing for deeper learning in a blended computer science course for middle school students
Learning Through STEM-Rich Tinkering: Findings From a Jointly Negotiated Research Project Taken Up in Practice
The Maker Movement
Sociomaterial movements of students' engagement in a school's makerspace
Lifelong Kindergarten
Making It Social
Learning through Making and Maker Education
Bounded decision‐making, teachers’ reflection and organisational learning
Connecting engagement and focus in pedagogic task design
Foundations of Qualitative Research
Situated Learning
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |