Exploring Potentials and Challenges to Develop Twenty-First Century Skills and Computational Thinking in K-12 Maker Education

Abstract

Interests in Maker Education have been increasing among K-12 educators. In this study, we focused on one of the contexts of Maker Education, digital fabrication activities, at a makerspace in Finland. We aimed to explore: (1) the potentials and the factors to develop twenty-first century skills and computational thinking practices through digital fabrication activities, and (2) challenges of utilizing digital fabrication in K-12 Maker Education. We examined perspectives of teachers and facilitators who have roles to support pupils in Maker Education. We presented three cases of school visits (3-5 days), where the pupils (7-9th grades) created tangible artifacts with digital fabrication facilities at the makerspace. We collected data through participants' observation, informal interviews and focus group interviews with teachers and facilitators. For data analysis, we employed theory-driven and data-driven approaches. The results showed that digital fabrication activities can provide learning opportunities for twenty-first century skills and computational thinking practices. The teachers and the facilitators discussed the six factors of digital fabrication activities which influenced pupils' learning. However, the result also indicated the possibility that the teachers and the facilitators might not be familiar with the concepts of computational thinking. Also, different perspectives between the teachers and the facilitators toward the structure of the current activities surfaced. By identifying potentials and challenges of the current practices, the study has implications to advance Maker Education to be better integrated into K-12 school contexts.

Sustainable Design and Prototyping Using Digital Fabrication Tools for Education

“…Kim [14] highlights the importance of digital fabrication tools such as parametric design software, 3D printers (additive manufacturing), and Computer numerical control (CNC) milling (subtractive manufacturing process) in architectural design education. Researchers explore the contribution of these techniques in STEM and STEAM education [15][16][17][18]. Digital fabrication techniques have gained popularity in educational environments all over the world, mainly due to the influential role of the Fabrication Laboratory (FabLab) from MIT [19], the makerspaces [20], and the rapid prototyping laboratories [21].…”

Making ‘Math Making’ Virtual

“…A makerspace is "a creative and uniquely adaptable learning environment with tools and materials, which can be physical and/or virtual, where students have an opportunity to explore, design, play, tinker, collaborate, inquire, experiment, solve problems and invent" (Meyer et al, 2018, p. 3). With the potential to expose preservice teachers to the creative side of mathematics by providing avenues for play, experimentation, and interdisciplinary connections, makerspaces encourage student acts of knowledge generation rather than mere consumption (Iwata et al, 2020). As well, the making mindset that is developed from participating in makerspaces fosters creativity and innovation, risk-taking, and problem-solving by providing a safe environment to explore ideas and inviting the learner to think in different ways with a "can-do attitude" (Dougherty, 2013, p. 9).…”

Hands-on, Minds-on, Hearts-on, Social-on: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers

“…To date, this approach has largely been implemented through the use of technology tools (Han & Bhattacharya, 2001 ; Valente & Blikstein, 2019 ). By using tangible and virtual robotics and programming as well as other making technologies, such as Makey Makey ( https://makeymakey.com ), maker projects bring constructionist theory into reality (Beynon, 2016 ), creating authentic and collaborative environments, while also supporting learners to develop coding skills and computational thinking (Hsu et al, 2018 ; Iwata et al, 2020 ).…”