Related references
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Summary: In this study, we examined the responses of students and teachers to a digital self-assessment tool and their experiences using the tool to develop and understand twenty-first century skills in makerspace activities. The study involved 65 secondary school students and four teachers, and data analysis was conducted through interviews. The results revealed that while the participants recognized the need for technical improvements in the tool, they gained insight into the meaning of collaboration, creativity, problem-solving, life/social skills, and communication. However, students struggled to understand the relevance of life/social skills in the context of makerspace activities. Both students and teachers agreed that makerspace activities can foster the development of twenty-first century skills, and teachers identified connections between these skills and learning objectives across various subjects. The role of teachers in supporting students' self-assessment was considered vital. Overall, the project served as an eye-opener to the importance of twenty-first century skills for the future.
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Summary: This systematic review examines the increasing research on school-based makerspaces, highlighting the diverse nature of studies conducted with middle and high school students. While the goals of makerspace interventions align with those of traditional schools, there is a lack of best practices for teachers and equitable approaches to design makerspace activities. This review discusses the implications for planning makerspace instruction and future research on makerspace interventions.
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Summary: Limited empirical work has been done on STEM learning in school makerspaces. This study found that makerspaces are effective for developing STEM skills and dispositions, but less effective for building STEM knowledge unless specifically targeted by teachers. The study also highlights the importance of makerspaces in contributing to holistic STEM literacy development.
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