DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorForbes, Anne-
dc.contributor.authorBower, Matt-
dc.contributor.authorFalloon, Garry-
dc.contributor.authorStevenson, Michael-
dc.date.accessioned2024-03-31T21:42:37Z-
dc.date.available2024-03-31T21:42:37Z-
dc.date.issued2020-08-11-
dc.identifierscopus-85089294700-
dc.identifier.issn15731898-
dc.identifier.issn0157244X-
dc.identifier.other85089294700-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1685-
dc.description.abstractMakerspaces are recent additions to schools and have been promoted as a means of developing STEM knowledge and skills. According to literature, the practical nature of making supports deeper engagement with STEM concepts and enhances development of STEM capabilities such as creativity, critical thinking, problem solving and collaboration. However, to date, limited empirical work has been completed investigating STEM learning in school makerspaces. This article reports outcomes from a study of 24 classroom makerspaces, where 5–8-year olds used 3D printing technology to design and develop artefacts responding to different problems, needs and opportunities. Findings were mixed, with evidence supporting makerspaces as effective for STEM skill and disposition development but more limited in their capacity to build STEM knowledge, unless this was explicitly identified and targeted by teachers. This paper questions assumptions about makerspaces as implicitly effective for STEM knowledge-building, arguing that teachers must specifically target conceptual outcomes in planning and teaching if makerspaces are to be effective for this purpose. Also, findings suggest the need to rethink how makerspaces contribute to holistic STEM literacy development, moving beyond current perspectives focused on learning about STEM, to one where makerspaces are viewed as epistemic environments beneficial to knowledge-building, of STEM. Findings will be of value to educators considering makerspaces as a component of STEM curriculum and infrastructure development.en_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofResearch in Science Educationen_US
dc.subjectInterdisciplinary curriculumen_US
dc.subjectMakerspacesen_US
dc.subjectSchoolen_US
dc.subjectScience knowledgeen_US
dc.subjectSTEM educationen_US
dc.subjectSTEM literacyen_US
dc.titleSTEM in the Making? Investigating STEM Learning in Junior School Makerspacesen_US
dc.typeArticleen_US
dc.identifier.doi10.1007/s11165-020-09949-3en_US
dc.identifier.scopus2-s2.0-85089294700-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume52en_US
dc.relation.issue2en_US
dc.identifier.spage511en_US
dc.identifier.epage537en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85089294700&origin=inward&txGid=6638bc3cce80906d91dacc6a43fda1d7en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
local.metadatastatusverifieden_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0001-9378-2598-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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