What are Makerspaces?
Makerspaces spawned from the Maker Movement where students invent to learn. This draws upon Piaget’s theory of constructivism where knowledge forms from experience and Papert’s theory of constructionism where learning occurs from the active construction of shareable products (Donaldson, 2014). In makerspaces, students move from passive receivers of information to constructors of solutions for real world problems (Martinez & Stager, 2014).
How Makerspaces foster creativity
Makerspaces foster creativity as students are encouraged to actively build prototypes of their imaginative solutions. Creativity is explored as students create solutions that are unique and valuable to solve a problem (Mumford, 2003). For example, problem solving is a key life skill in the Science Syllabus (SCLS-8WS (NESA, 2019)). Year 7 students could design and create a new method for recycling non-renewable resources (ES3d. (NESA,2019)). Although Makerspaces are predominately associated with STEM, they are also applicable to humanities like English, where students can creatively write a portfolio to accompany their prototype.
The design process features in makerspaces with a particular focus on the building, programming and sharing that occurs after designs are formulated. Technology like robotics, microcontrollers or 3D printers can be used to build prototypes (Martinez & Stager, 2014). Microcontrollers like Makey Makey and Micro:bit can be programmed to perform specific tasks (see watering prototype).
Successful test of redesigned watering prototype in EDUC3620 tutorial CC BY Renae Cunningham
Micro:bit uses coding blocks which makes it more accessible for primary school students, although explicit instruction from teachers will still be needed for the programming section. Additionally, time is a major limitation for integration of makerspaces. Considering experimentation and redesigning prototypes is such an integral part of makerspaces, there must be sufficient time allocated to allow students to create, disassemble and recreate their updated ideas.
Process to create code for watering prototype CC BY Renae Cunningham
Pedagogical Implications
It can be challenging for educators to manage makerspaces classrooms. It requires a different class management style from traditional classrooms due to the high energy and noise. It also requires a pedagogical approach that utilises more inquiry based learning and collaboration in addition to explicit instruction (Bower et al., 2018). Such collaboration fosters creativity as students can incorporate ideas from diverse perspectives.
References
Bower, M., Stevenson, M., Falloon, G., Forbes, A. & Hatzigianni, M. (2018). Makerspaces in Primary School Settings – Advancing 21st Century and STEM capabilities using 3D Design and 3D Printing. Sydney, Australia: Macquarie University. Available at: https://primarymakers.com.
Donaldson, J. (2014). The Maker Movement and the rebirth of Constructionism. Hybrid Pedagogy. Available at: https://hybridpedagogy.org/constructionism-reborn/
Martinez, S. L. & Stager, G. S. (2014). The maker movement: a learning revolution. Learning and Leading with Technology, 41(7), 12–17.
Mumford, M. D. (2003). Where Have We Been, Where Are We Going? Taking Stock in Creativity Research. Creativity Research Journal, 15(2-3), 107–120. https://doi.org/10.1080/10400419.2003.9651403
NESA. (2017). Science and Technology K–6 Syllabus.<https://educationstandards.nsw.edu.au/wps/wcm/connect/5ab69646-f1d4-404b-9c16-b39dfb0986d3/science-and-technology-k-6-syllabus-2017.pdf?MOD=AJPERES&CVID=>.
NSW Education Standards Authority. (2018). Science Years 7–10 Syllabus. < https://educationstandards.nsw.edu.au/wps/wcm/connect/57e31750-9802-4808-a6ce-7a3c2df0ff04/science-years-7-10-syllabus-2018.pdf?MOD=AJPERES&CVID=>.
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