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Article
Education & Educational Research
Scarlett Winters et al.
Summary: This study used a mixed methods research design to investigate the scaffolding strategies employed by middle school teachers during a design problem-based learning unit. The findings suggest that teachers heavily relied on soft scaffolding to facilitate students' cognitive structuring. Teacher interviews provided further insights into teachers' understanding of scaffolding. The study recommends incorporating distributed scaffolding in complex makerspaces.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Education & Educational Research
Anna-Lisa Max et al.
Summary: The aim of this study was to describe challenges faced by prospective teachers during project work in a pedagogical makerspace and the coping strategies they develop. The study also analyzed the development of prospective teachers' Technological Pedagogical Content Knowledge (TPACK) and attitudes towards the use of ICT in class. The results showed an increase in TPACK, technology acceptance, intention to use digital media, and motivation over the course of the project. The prospective teachers reported various challenges, mostly related to the framework, teamwork, taskwork, and individual TPACK levels.
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
(2023)
Article
Education & Educational Research
Susanne Walan et al.
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.
INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION
(2023)
Review
Education & Educational Research
Rob Rouse et al.
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.
EDUCATIONAL RESEARCH REVIEW
(2022)
Article
Education & Educational Research
Garry Falloon et al.
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.
RESEARCH IN SCIENCE EDUCATION
(2022)
Article
Information Science & Library Science
Danielle Herro et al.
Summary: This study aims to identify and evaluate collaborative problem-solving behaviors in elementary students in STEAM-related making activities, with most students scoring well in social dimensions but lower in cognitive dimensions. To enhance CPS skills, teachers could implement more inquiry-rich making activities and encourage students to draw on their interests and prior knowledge.
INFORMATION AND LEARNING SCIENCES
(2021)
Review
Education & Educational Research
Shannon Mersand
Summary: This literature review examines empirical academic research on making, makerspaces, and fablabs, pointing out a lack of research in PreK-12 school libraries in the United States.
Article
Education & Educational Research
Anne Forbes et al.
Summary: The study found that children aged 5-8 engage significantly in learning through technology-enhanced Makerspaces using 3D design and printing technologies, developing skills in areas such as digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. The findings suggest that Makerspaces could be used to promote young children's STEM literacies, but teachers need to explicitly plan for and teach important STEM concepts if learning in these disciplines is a goal.
EARLY EDUCATION AND DEVELOPMENT
(2021)
Review
Computer Science, Interdisciplinary Applications
Qiao Lin et al.
COMPUTERS & EDUCATION
(2020)
Article
Education & Educational Research
Marie-Pier Goulet-Lyle et al.
ZDM-MATHEMATICS EDUCATION
(2020)
Article
Education & Educational Research
Sedat Kanadli
INTERNATIONAL JOURNAL OF INSTRUCTION
(2019)
Article
Education & Educational Research
Kristin L. Cook et al.
SCHOOL SCIENCE AND MATHEMATICS
(2018)
Article
Education & Educational Research
Rachel Sheffield et al.
EDUCATIONAL MEDIA INTERNATIONAL
(2017)
Article
Education & Educational Research
Deonarain Brijlall
INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES
(2015)
Article
Education & Educational Research
Kimberly M. Sheridan et al.
HARVARD EDUCATIONAL REVIEW
(2014)
Article
Education & Educational Research
Mathieu Gauthier
EDUCATION ET FRANCOPHONIE
(2014)
Article
Computer Science, Interdisciplinary Applications
Minchi C. Kim et al.
COMPUTERS & EDUCATION
(2011)
