Transferring makerspace activities to the classroom: a tension between two learning cultures

• Published in: International journal of technology and design education Vol. 33; no. 5; pp. 1755 - 1772
• Main Authors: Walan, Susanne, Gericke, Niklas
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.11.2023; Springer; Springer Nature B.V
• Subjects: Barriers; Behavioral Objectives; Biologi; Biology; Case studies; Class Activities; Classroom Environment; Classroom practices; Classrooms; Continuous professional development; Cooperative Learning; Culture; Data analysis; Education; Educational Technology; Elementary School Teachers; Epistemology; Experiential Learning; Faculty Development; Informal learning; Interviews; Learner Engagement; Learning; Learning and Instruction; Learning cultures; Makerspace activities; makerspace activity; Makerspaces; Problem Based Learning; Problem Solving; Professional development; School Space; Science Education; Secondary School Teachers; Semi Structured Interviews; Shared Resources and Services; Space Utilization; STEM; STEM Education; Student Projects; Teacher Attitudes; Teacher reflection; Teacher reflections; Teachers; Technical education; Thematic Approach; Transfer; Transfer; Teacher reflections; Informal learning, Makerspace activities; Classroom practices; STEM
• ISSN: 0957-7572; 1573-1804; 1573-1804
• DOI: 10.1007/s10798-022-09799-2

This case study aimed to investigate teachers’ reflections on the transfer of makerspace activities into classrooms. Primary and secondary STEM teachers participated in a Continuous Professional Development programme about makerspaces. Data were collected in the form of written reflections and semi-structured interviews after the teachers conducted makerspace activities in their classes. A thematic approach was used for data analysis. The results showed that teachers identified possibilities: Connections to learning objectives in STEM subjects; Motivating and engaging students; Stimulating collaboration; Stimulating creativity ; and challenges: Problem of assessment; Lack of digital competence; Lack of high-tech equipment. However, the teachers did not reflect upon the cultural, ontological, and epistemological differences between makerspaces and formal schooling. Thus, we argue that it is difficult ‘to eat the cake and have it too’, i.e. to fully reconcile both the maker-culture and demands of formal schooling. Rather, we suggest three ways to connect makerspace culture with formal education.