School makerspaces
Beyond the hype
Bibliographic Data
| ID | 21370163 |
|---|---|
| Authors | Kurt Salisbury, T Philip Nichols (0000-0002-8648-1276) |
| Year | 2020 |
| Volume | 101 |
| Issue | 8 |
| Pages | 49-53 |
| Publication date | 2020-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Phi Delta Kappan (JOURNAL) |
| Journal identifiers | ISSN: 0031-7217 • E-ISSN: 1940-6487 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0031721720923792 |
| OpenAlex | W3020733929 |
| Language | EN |
| References cited | 2 |
Recently, makerspaces have captured the imaginations of educators as resources for transforming school-based learning. Aligning informal making practices with the formal aims of the school curriculum, however, can present challenges. In this article, Philip Nichols and Kurt Salisbury show how educators in two very different contexts — a suburban middle school math class and an urban secondary humanities class — empowered student learning by integrating making into their content-area instruction. They also highlight three takeaways for educators interested in bringing making into their own classrooms
Class (philosophy) · Curriculum · Mathematics education · Pedagogy · Sociology · Teaching method · Child Development and Digital Technology · Computer Science · Innovative Human-Technology Interaction · Psychology · Teaching and Learning Programming
| Highly cited | No |
|---|