Transferring Makerspace Activities to the Classroom: A Tension between Two Learning Cultures

Autor/inn/en	Walan, Susanne; Gericke, Niklas
Titel	Transferring Makerspace Activities to the Classroom: A Tension between Two Learning Cultures
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 5, S.1755-1772 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Walan, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09799-2
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; STEM; Kooperatives Lernen; Problem-based learning; Problemorientiertes Lernen; Schulprojekt; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Gemeinwirtschaft; Klassenklima; Unterrichtsklima; Lehrerverhalten; Schulraum; Raumnutzung
Abstract	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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01