ERIC Number: EJ1392383
Record Type: Journal
Publication Date: 2023-Nov
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957 7572
EISSN: EISSN-1573-1804
Available Date: N/A
Transferring Makerspace Activities to the Classroom: A Tension between Two Learning Cultures
Walan, Susanne; Gericke, Niklas
International Journal of Technology and Design Education, v33 n5 p1755-1772 Nov 2023
This case study aimed to investigate teachers' reflections on the transfer of makerspace activities into classrooms. Primary and secondary STEM teachers participated in a Continuous Professional Development programme about makerspaces. Data were collected in the form of written reflections and semi-structured interviews after the teachers conducted makerspace activities in their classes. A thematic approach was used for data analysis. The results showed that teachers identified possibilities: "Connections to learning objectives in STEM subjects"; "Motivating and engaging students"; "Stimulating collaboration"; "Stimulating creativity"; and challenges: "Problem of assessment"; "Lack of digital competence"; "Lack of high-tech equipment." However, the teachers did not reflect upon the cultural, ontological, and epistemological differences between makerspaces and formal schooling. Thus, we argue that it is difficult 'to eat the cake and have it too', i.e. to fully reconcile both the maker-culture and demands of formal schooling. Rather, we suggest three ways to connect makerspace culture with formal education.
Descriptors: Elementary School Teachers, Secondary School Teachers, STEM Education, Faculty Development, Cooperative Learning, Problem Based Learning, Student Projects, Problem Solving, Experiential Learning, Shared Resources and Services, Class Activities, Classroom Environment, Teacher Attitudes, Barriers, School Space, Space Utilization
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A