Learning through Making and Maker Education

Hsu, Yu-Chang; Baldwin, Sally; Ching, Yu‐Hui

doi:10.1007/s11528-017-0172-6

Cited by 124 publications

(74 citation statements)

References 20 publications

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“…Furthermore, child-centeredness can be levered to proscribe what is developmentally appropriate in ways that restrict children's access to knowledge and ways of coming to know, as a means of protecting them from difficult issues and everyday events. The makerspace movement aligns with child-centeredness in its commitment to enabling users to pursue their own passions (Hsu, Baldwin, & Ching, 2017), but its roots lie not in an individualized agenda of self-improvement but in a participatory, democratic, and commons-oriented vision (Vasilis, Vasilis, & Wolfgang, 2017). In relation to Rogoff's (2003) second plane of analysis (relational), in this paper we argue that the maker movement has the potential to contribute to contemporary theories that place children's prior experiences and funds of knowledge (Moll et al, 1992) at the heart of relational pedagogical practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

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The aim of the study reported in this paper was to identify the value that makerspaces can have in early childhood education (ECE). Drawing on data from research on makerspaces in four early childhood settings in a northern city in England, part of an international project on makerspaces in the early years ("Makerspaces in the Early Years: Enhancing Digital Literacy and Creativity" or MakEY), we identify three key principles that are integral to this provision: maker agency, maker funds of knowledge, and postdigital maker play. The paper identifies that makerspaces lead to the development of skills and knowledge that will become increasingly important in societies that are becoming highly technologized.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Makerspaces in early childhood education: Principles of pedagogy and practice

Marsh

Wood

Chesworth

et al. 2019

Mind, Culture, and Activity

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show abstract

“…Previous research suggests that initial teacher preparation programs in the United States are beginning to increase their work in supporting teachers' ability to implement maker technologies and principles in their practice (Authors, 2017). In addition, there are several programs available to in-service teachers, such as the online course Maker Tech: Hybrid Computing and Creative Tinkering for STEAM Education offered at Boise State University, and a course focusing on establishing makerspaces in K-12 environments at the University of Wisconsin-Stout (Hsu et al, 2017). However, there is currently little empirical research to inform the development and implementation of such efforts.…”

Section: Educator Perceptionsmentioning

confidence: 99%

“…First, maker activities may align with previous learning theories such as experiential education, critical pedagogy, and problem-based learning (Blikstein, 2013;Halverson and Sheridan, 2014;Oliver, 2016). Second, research has suggested that making activities may provide a vehicle to attract students to engage in STEM (science, technology, engineering, and mathematics) subjects (Berry et al, 2010;Bevan et al, 2014;Hsu et al, 2017;Lacey, 2010;Martin, 2015). Third, several studies have pointed to a connection between maker activities and improved spatial reasoning (Katsio-Loudis and Jones, 2015;Safhalter et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Educators’ perceptions of a maker-based learning experience

Cohen

Huprich

Jones

et al. 2017

IJILT

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Purpose-The purpose of this paper is to examine a cohort of educators' perspectives of a semester-long, maker-based university course. Design/methodology/approach-This qualitative study utilized participants' weekly and endof-semester written reflections to illustrate participants' perceptions of a semester-long university course focused on the role of maker principles and technologies in a variety of educational contexts. Findings-Participants' perceptions of learning following the semester-long maker experience viewed learning as a more collaborative experience, and noted the benefits of a classroom community that arose from the collaboration. Originality/value-This study adds empirical research to the literature base on the use of maker tools and strategies in formal educational environments. While other studies have examined similar environments, they tend to focus on short-term, single experiences. This study followed the development of educators' perceptions of a maker-based learning experience over a longer duration of time. Findings of this study provide a research-based foundation for teacher educators to build upon when developing maker-based learning activities.

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“…Berman, Garcia, Nam, Chu, and Quek (2016) describe how a community of practice may eventually emerge through making-based activities. The theoretical framework of communities of practice is therefore often used as a lens for analyzing makerspaces Hsu, Baldwin, & Ching, 2017;Sheridan et al, 2014). Communities of practice can be described using three characteristics: mutual engagement, a joint enterprise, and a shared repertoire (Besamusca & Drijvers, 2013;Wenger, 2007).…”

Section: Theorymentioning

confidence: 99%

Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students

Doorman

Bos

Haan

et al. 2019

Int J of Sci and Math Educ

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This study reports on a way to address twenty-first-century skills in mathematics education by organizing one-day mathematics challenges in the Netherlands. During such a day, students work in teams in school on an open-ended problem which aims to elicit skills like problem-solving, modeling, collaboration, and communication. The framework and the methodological approach of the maker movement are used to describe and analyze the design of these learning spaces for students and the practices they become engaged in. In this study, two design teams are interviewed and two assignments, including student work, are analyzed. The results show that the maker perspective bears similarities with the problem-solving perspective, but also enriches the problem-solving perspective by emphasizing the importance of tinkering, making something, and working as a community of practice. Emerging task characteristics that afford students' making processes are the use of a context that is meaningful for students, the low-floor-high-ceiling character of the open problem, and the request for a product. The extent to which the requested product is more context-related or more mathematical depends on the intentions of the task and the interest of the target group. Maker characteristics of the design teams elicit the importance of brainstorms with professionals, time for tinkering with the problem situation, and time for exploring possible student strategies, before the final assignment is developed.

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Learning through Making and Maker Education

Cited by 124 publications

References 20 publications

Makerspaces in early childhood education: Principles of pedagogy and practice

Makerspaces in early childhood education: Principles of pedagogy and practice

Educators’ perceptions of a maker-based learning experience

Making and Implementing a Mathematics Day Challenge as a Makerspace for Teams of Students

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