DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorForbes, Anne-
dc.contributor.authorBower, Matt-
dc.contributor.authorFalloon, Garry-
dc.contributor.authorStevenson, Michael-
dc.date.accessioned2024-03-31T22:20:27Z-
dc.date.available2024-03-31T22:20:27Z-
dc.date.issued2020-07-09-
dc.identifierscopus-85087841450-
dc.identifier.issn10409289-
dc.identifier.other85087841450-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1691-
dc.description.abstractResearch Findings: This study was undertaken to investigate learning processes and outcomes from using 3D design and printing technologies with children aged 5–8 years, in three schools in a metropolitan city in Australia. Data were collected from five sources (teacher interviews, surveys, journals; student interviews; and iPad screen recordings) and analyzed to identify themes responding to the question: What is the nature of students’ learning and learning processes in technology-enhanced Makerspaces? Findings report the perspectives of teachers and students, supplemented by screen recordings from the iPads. Students were found to have significant engagement in learning through involvement in these technology-enhanced Makerspaces, and to have developed skills and understanding in a number of areas including: digital technical proficiency, design thinking, problem solving, critical thinking, collaboration, and communication. Findings are conceptualized using a research-informed Maker Literacies Framework, to better understand the nature of students’ learning and work processes while engaged in these environments. Practice or Policy: Findings imply that Makerspaces with 3D design and printing could be used to promote young children’s STEM literacies although teachers need to be mindful of the need to explicitly plan for and teach important STEM concepts, if learning in these disciplines is a goal.en_US
dc.language.isoenen_US
dc.relation.ispartofEarly Education and Developmenten_US
dc.titleAn Analysis of the Nature of Young Students’ STEM Learning in 3D Technology-Enhanced Makerspacesen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/10409289.2020.1781325en_US
dc.identifier.scopus2-s2.0-85087841450-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.identifier.spage172en_US
dc.identifier.epage187en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85087841450&origin=inward&txGid=d72fcea37b5eb99ba3dc762f36e3c8acen_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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