Learning inclusion through makerspace: a curriculum approach in Italy to share powerful ideas in a meaningful context

Abstract

PurposeLearning by making is being recognized as an efficient technique for students to develop knowledge and skills simultaneously. However, one of the most urgent challenges that schools are facing nowadays is to reach every student in their individual profile and potential. Therefore, the purpose of this paper is to offer an integrated approach for re-thinking the role of Makerspace in a context of inclusion: the characteristics of this learning strategy, in contrast to the traditional currents, can offer promising paths to successfully build shared ideas.Design/methodology/approachThis paper critically analyses a Makerspace workshop implemented during a whole academic year in an Italian state primary school. This exploratory and instrumental qualitative approach (Baxter and Jack, 2008) included two channels that have been developed simultaneously, namely, technological skills and social competences.FindingsStemming from a long tradition of inclusion of children with various educational needs in the mainstream school system, the authors aim to share a success story of academic and social achievements: all the participants were able to develop at their own pace, sharing tools, reaching a balance between the demands of the task and their planning and negotiation skills.Research limitations/implicationsSmall group size and the reiterated daily interactions with differences embodied in students with special needs, immigration background, low SES, gifted.Practical implicationsThrough ad-hoc training, relatively marginalized pedagogical components (such as the ability to work in low-control situations, flexibility, student-centered learning environments) should be given a more prominent role and can be introduced in the desirable professional development. In addition, national and school policies are prompted to consider its inclusion as a slow-process that cannot be fully achieved in the presence of time and space constraints.Social implicationsThe curricular approach discussed above has shown the importance of inclusion of all students within mainstream schools. Pupils with atypical development can interact with other children, and in this way, they can have first-hand experience of how social dynamics unfold in a real environment. Moreover, they can act in a challenging context where, more often than not, they are pushed to achieve goals exceeding their supposed cognitive abilities. The other pupils are also gaining from these interactions: they can understand different points of view, thus developing empathy, and they can appreciate original ways to approach a task, with cognitive and emotional benefits. In addition, the constant relationship helps them to control their reactions to behavioral problems that sometimes classmates with special needs display and so they deepen their knowledge of and tolerance for others’ peculiarities.Originality/valueBased on the foundational principles of Papert’s powerful ideas and meaningful context, this paper describes the design principles of a successful makerspace, its integration in the school curriculum, and the achieved inclusion of children with Special Education Needs in a group of peers where adults became observers. Recommendations are discussed on how school practitioners can promote young children’s learning through making.

The emergence of leadership in students’ group interaction in a school-based makerspace

“…Such leadership moves echo earlier leadership research which has demonstrated that during collaboration, leadership can manifest itself as awareness of what others are doing, as sensing what they need, and as supporting others in taking part in joint work (Lee et al 2005;Shin et al 2004;McMahon and Goatley 1995). Moreover, supporting group members' work through dialog and action have previously been identified as important for collaboration (Hennessy and Murphy 1999;Howe and Zachariou 2019) and advancing equity and inclusivity of makerspaces (Giusti and Bombieri 2020). Overall, these findings resonate with the educational objectives of makerspaces (Dougherty 2013) in which relative expertise, enacted through supporting others by giving guidance and sharing knowledge, plays a crucial role (Marsh et al 2019;Martin 2015;Wohlwend et al 2017).…”

Maker-centred Learning Approach to Craft STEM Education in Primary Schools: A Systematic Literature Review

“…-It allows the learners to exercise attitudes and practices of STEM fields. (Giusti & Bombieri, 2020) To design and test an integrated method for rethinking the role of Makerspace in an inclusive context.…”

“…(Lee, 2014;Llewellyn et al, 2016) and create a resource-rich environment, such as makerspaces (Sheffield et al, 2017). Giusti (2020), Blackley (2018) and Shively (2022) report on the usage of recycling or reusing materials in the classroom to make 3D models, whereas To have solid guidance for future research, the challenges in the above implementations and practices need to analyse critically. Besides, the finding from another database with more than articles such as thesis, dissertation, review and editorial can be applied through meta-analysis by showing some statistical methods with experts' consensus to further strengthen and refine the STEM-Maker concept implementations and practices in primary schools.…”

“…of integrating maker concept into the Science curriculum, the makerspace approach projects of Sheffield (2017) andBlackley (2018) and studies of Jasmiin (2019) Kajamaa (2020) as an elective subject for primary schools are another aspects that can be explored from these shortlisted articles.The other types of implementation in STEM-Maker are making curriculum, makerspace module, design-based makerspace course and usage of public makerspace have recorded the lowest frequency in this study. The challenges of designing and testing making curriculum have been narrated clearly as guidance inGiusti's (2020) study. The Makerspace in STEM (MIS) project, which was studied bySheffield (2017) …”

Early childhood education in Ghana: teachers’ understanding and enactment of inclusion.

“…Inclusion, according to Giusti and Bombieri (2020), if implemented knowledgeably, decreases feelings of rejection by learners both inside and outside of the teaching-learning environment. However, there must be modifications and additions to physical structures, subject content, and methodology which should be guided by a common vision that includes all children (Giusti & Bombieri, 2020). Simply stated by Krause (2020), Inclusion is a provision that permits children with special needs to be placed in regular classrooms to receive quality teaching from mainstream teachers.…”