Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research |
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| Institution: | 1. University of South Australia, Adelaide, SA, 5000, Australia;2. Universidad de Valladolid, Valladolid, Castile and Leon, 47002, Spain;1. Department of English, Korea Military Academy, Seoul, South Korea;2. Department of English Education, Chung-Ang University, Seoul, South Korea |
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| Abstract: | In this systematic review, we examined research on school-based makerspaces, emergent but increasingly popular sites for instruction and learning in preK through 12 settings. Through electronic database, hand, and ancestral searches, we identified 22 empirical studies published in peer-reviewed journals and dissertations that reported preK-12 students’ learning outcomes after participating in school-based makerspace interventions. We found that school-based makerspace research is increasing and published internationally, with a majority of studies (n = 13) conducted with middle and high school participants. Outcomes and interventions varied considerably across studies, demonstrating the disparate nature of school-based makerspace research. In the studies we reviewed, the goals, objectives, and scope of makerspace interventions did not conflict with those of schools, but best practices for makerspace teachers were lacking and equity-oriented approaches to designing makerspace activities and materials were still emerging. Implications of our findings for planning makerspace instruction and future research on makerspace interventions are discussed. |
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| Keywords: | Makerspace preK-12 schools Maker movement Student learning |
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