DC FieldValueLanguage
dc.contributor.authorHatzigianni, Maria-
dc.contributor.authorForbes, Anne-
dc.contributor.authorBower, Matt-
dc.contributor.authorFalloon, Garry-
dc.contributor.authorStevenson, Michael-
dc.date.accessioned2024-04-04T13:37:51Z-
dc.date.available2024-04-04T13:37:51Z-
dc.date.issued2020-01-02-
dc.identifierscopus-85083553995-
dc.identifier.issn14695790-
dc.identifier.issn09523987-
dc.identifier.other85083553995-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1790-
dc.description.abstractMakerspaces have been heralded as an effective way to support the development of 21st Century and STEM capabilities, yet there is a paucity of systematic, multiple-case analysis to guide educator and researcher practice. This collective case study examined 24 primary school classroom contexts to understand what supports and constrains learning and teaching in technology-oriented makerspaces. Thematic analysis of 24 teacher in-situ reflective journals and focus group interviews of all teacher participants revealed 19 supports and 11 constraints, relating to pedagogy, task design, learner attributes, technological factors, the school environment, and teacher capabilities and beliefs. These were used to form an evidence-based framework for learning and teaching in makerspaces. Findings are discussed in relation to previous research which has tended to be anecdotal and based on single cases. Implications for future teaching, research and policy initiatives are also detailed.en_US
dc.language.isoenen_US
dc.relation.ispartofEducational Media Internationalen_US
dc.subject3D Designen_US
dc.subject3D Printingen_US
dc.subjectFrameworken_US
dc.subjectK-2en_US
dc.subjectLearning designen_US
dc.subjectMakerspacesen_US
dc.subjectPedagogyen_US
dc.subjectPrimaryen_US
dc.titleMakerspaces pedagogy–supports and constraints during 3D design and 3D printing activities in primary schoolsen_US
dc.typeArticleen_US
dc.identifier.doi10.1080/09523987.2020.1744845en_US
dc.identifier.scopus2-s2.0-85083553995-
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.volume57en_US
dc.relation.issue1en_US
dc.identifier.spage1en_US
dc.identifier.epage28en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85083553995&origin=inward&txGid=6e32274ed80de4196a2ea625f1b13b7den_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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