Makerspaces have been widely advocated as a way to develop STEM abilities and soft skills. However, until now, there has been little research that investigates the learning and teaching outcomes possible with makerspaces, particularly for younger students.
Now a new Australian university research study on makerspaces in primary school settings reveals the compelling evidence of benefits of this type of learning for primary educators.
From August 2017 to July 2018, Macquarie University’s Department of Educational Studies partnered with the New South Wales Department of Education, Carlingford West Public School, Parramatta East Public School, Oatlands Public School and Makers Empire for a research project on maker pedagogy in primary schools.
The research study examined how maker activities using 3D design and 3D printing technology could enhance learning and teaching outcomes: teachers from the participating schools undertook Makers Empire’s Learning by Design professional development course and participating students used Makers Empire’s 3D modelling software.
The recently published research study report revealed that makerspaces can be highly effective at developing children’s creativity, critical thinking, design thinking and digital skills.
Students were highly engaged with the 3D technology, and the idea of solving genuine design challenges – it helped boost their confidence and resilience when dealing with setbacks, particularly for those less capable students.
In a different way, the research study showed that teachers became more comfortable with technology, and more collaborative and flexible in their teaching. All of the 24 classroom teachers who participated in the focus group expressed a desire to integrate 3D design-based makerspaces into their future classes.
The final 282-page research study report was authored by researchers from the Department of Educational Studies at Macquarie University — Associate Professor Matt Bower, Dr Michael Stevenson, Professor Garry Falloon, Dr Anne Forbes and Dr Maria Hatzigianni — and published in September 2018.
1. What do students learn when undertaking maker activities?
2. How do maker activities using 3D technology impact on students’ design thinking skills?
3. What supports and constrains learning in maker activities?
4. How do maker activities using 3D technology influence student motivation, engagement, self-efficacy and future intentions?
5. How can teacher capacity to embed design thinking processes through maker-based pedagogies be developed through a blended professional learning program?
6. How can teachers be best supported to develop their maker pedagogical capabilities?
Visit the Primary Makers website set up by Macquarie University for further details about the report, the authors, other publications and contact details.
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