Essi Vuopala, Diego Guzmán Medrano, Mariam Aljabaly, Dora Hietavirta, Lourdes Malacara & Chunxiao Pan (2020) Implementing a maker culture in elementary school – students’ perspectives, Technology, Pedagogy and Education, 29:5, 649-664, DOI: 10.1080/1475939X.2020.1796776
Implementing a maker culture in elementary school : students’ perspectives
|Author:||Vuopala, Essi1; Medrano, Diego Guzmán1; Aljabaly, Mariam1;|
1Faculty of Education, University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.4 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022012610393
|Publish Date:|| 2022-02-10
This study investigated students’ perspectives on working and studying within a maker culture context. Participants were fifth-grade students (n = 18) in a Finnish elementary school who worked on a fabrication project for five days. The data consisted of student questionnaires (n = 18), group presentations (n = 5) and the final fabrication products (n = 5). The findings indicate that students were satisfied with their maker projects in terms of their own contribution as well as their group’s work. Students reported that they learnt various skills, including technical skills, English language and study skills. Although digital fabrication was emphasised in the project, students mostly fabricated the elements for their final product using traditional fabrication methods. The findings from this study can be helpful for designing effective maker projects in primary education settings.
Technology, pedagogy and education
|Pages:||649 - 664|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
© 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Technology, Pedagogy and Education on 10 Aug 2020, available online: https://doi.org/10.1080/1475939X.2020.1796776.