Mapping research directions on makerspaces in education

Konstantinou, Dora; Parmaxi, Antigoni; Zaphiris, Panayiotis

doi:10.1080/09523987.2021.1976826

Cited by 9 publications

(3 citation statements)

References 56 publications

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“…Over recent years making has grown in significance in contemporary educational and community practices (see for example, Bevan et al, 2014;Shanahan et al, 2016). This has led to an increase in makerspaces in schools internationally (Hira et al, 2014;Konstantinou et al, 2021;Marsh et al, 2019) and in its wake an emergence of more such spaces in the United Kingdom (UK) schools. The makerspace title covers a diverse range of projects with disparate foundations.…”

Section: From Community and Professional Practice To Educational Inte...mentioning

confidence: 99%

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

Trowsdale,

Davies

2024

JRIT

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PurposeThere is a lack of clarity about what constitutes Science, Technology, Engineering, Arts and Mathematics (STEAM) education and what the arts contribute. In this paper the authors discuss a distinct model, theorised from a five-year study of a particular, innovative STEAM education project (The Imagineerium), and developed by the researchers through working with primary school teachers in England within a second project (Teach-Make). The paper examines how teachers implemented this model, the Trowsdale art-making model for education (the TAME), and reflected on its value and positive impact on their planning and pedagogy.Design/methodology/approachThe paper draws on two studies: firstly, a five-year, mixed methods, participative study of The Imagineerium and secondly a participative and collaborative qualitative study of Teach-Make.FindingsStudy of The Imagineerium showed strong positive educational outcomes for pupils and an appetite from teachers to translate the approach to the classroom. The Teach-Make project showed that with a clear curriculum model (the TAME) and professional development to improve teachers' planning and active pedagogical skills, they could design and deliver “imagineerium-like” schemes of work in their classrooms. Teachers reported a positive impact on both their own approach to supporting learning, as well as pupil progression and enjoyment.Originality/valueThe paper argues that the TAME, a consolidation of research evidence from The Imagineerium and developed through Teach-Make, offers both a distinctive and effective model for STEAM and broader education, one that is accessible to, valued by and manageable for teachers.

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Section: From Community and Professional Practice To Educational Inte...mentioning

confidence: 99%

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

Trowsdale,

Davies

2024

JRIT

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“…A pedagogical makerspace is associated with an educational institution. Projects carried out in these spaces are led by teachers and the aim is to increase competences through the creation of a product, such as STEAM-related knowledge and skills or 21st century skills such as communication, collaboration, creativity, problem solving or digital competences (e.g., Konstantinou et al, 2021;González-Pérez and Ramírez-Montoya, 2022). Working in a makerspace is characterized by a number of features:…”

Section: The Pedagogical Makerspace As Learning Environmentmentioning

confidence: 99%

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

Max,

Weitzel,

Lukas

2023

Front. Educ.

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In an increasingly digitalized world, pre-service and in-service teachers need subject-specific didactic competencies to be able to plan their lessons appropriately and use their knowledge to promote digital competencies among students. Building on competency models such as the Technological pedagogical content knowledge (TPACK) framework, this article explores the extent to which specific digital competencies relevant to pre-service teachers can be developed through project work in a pedagogical makerspace and examines the extent to which contextual factors such as technological self-efficacy, motivation and technology acceptance influence the development of pre-service teachers’ TPACK and their intention to use digital media. To this end, 495 pre-service science teachers from both intervention and control groups completed a pre-post digital questionnaire before and after the intervention. The data were used for structural equation modeling. The results show that the level of TPACK before the intervention is an important predictor of TPACK after project work. Furthermore, TPACK before the intervention positively influences pre-service teachers’ intention to use digital media in the future. Also, the perceived usefulness for professional use and the intention to use information and communication technologies (ICT) are strongly influenced by TPACK. Consequently, it appears significant to enable a low-threshold entry point at the beginning of the study to provide a solid foundation upon which more advanced TPACK can be built. Motivation and technology acceptance are strongly correlated. Therefore, teacher training should focus on motivation and acceptance of technology.

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“…The rising relevance of ICT in teacher education is related to the growing attention attributed to 21st century skills such as creativity, collaboration, communication, problem solving or critical thinking (see Valtonen et al, 2020; van Laar et al, 2017). To teach 21st century skills, educational makerspaces have become increasingly important in recent years (eg, Kajamaa et al, 2020; Konstantinou et al, 2021; Mersand, 2021; Rayna & Striukova, 2021). Makerspaces are places in which people come together to create physical or digital products and expand their knowledge (Mersand, 2021).…”

Section: Introductionmentioning

confidence: 99%

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

Max

Lukas

Weitzel

2023

Brit J Educational Tech

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The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping strategies were recorded via semi‐structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self‐efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire. The sample consists of German prospective teachers (N = 145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self‐monitoring. Practitioner notesWhat is already known about this topic The opportunities for using ICT in schools are developing rapidly, and with them, the demands on teachers' skills (TPACK). The promotion of TPACK competencies in a holistic, multi‐layered, and practice‐oriented manner has to be learned over a longer period of time combining theoretical explanations with practical activities. Making appears to be a suitable activity to foster TPACK, and a makerspace was described as an ideal learning environment to follow constructivist learning, but it has not yet been empirically tested. What this paper adds The presentation of an innovative approach for prospective teachers to teach TPACK problem‐ and project‐based in a pedagogical makerspace. Empirical data of a large sample size in a field that has not yet been sufficiently empirically researched. A model‐based analysis of the challenges of project work in a university pedagogical makerspace regarding preservice teachers and their coping strategies. Examination of the suitability of project‐based work in the pedagogical makerspace for teaching TPACK and relevant attitudes. Further insights about learning processes and influencing factors in a university pedagogical makerspace with respect to promoting TPACK. Implications for practice A pedagogical makerspace is a suitable learning environment to foster TPACK and attitudes towards the use of ICT in school. TPACK development depends on TPACK before working in a makerspace. Challenges and coping strategies while working in a pedagogical makerspace can be assigned to four levels. The assignment of challenges and coping strategies to those levels supports lecturers in developing the necessary support structures. Support structures should include at least basic knowledge about the organisation of projects. Agile project elements prove helpful for product development in the makerspace.

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Mapping research directions on makerspaces in education

Cited by 9 publications

References 56 publications

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

How a particular STEAM model is developing primary education: lessons from the Teach-Make project (England)

Factors influencing the development of pre-service science teachers’ technological pedagogical content knowledge in a pedagogical makerspace

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

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