Teachers' pedagogical beliefs in Norwegian school makerspaces.
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| Title: | Teachers' pedagogical beliefs in Norwegian school makerspaces. |
|---|---|
| Authors: | Høibo, Ingrid Holmboe1 (AUTHOR) ingrid.h.hoibo@usn.no, Seitamaa-Hakkarainen, Pirita2 (AUTHOR) pirita.seitamaa-hakkarainen@helsinki.fi, Groth, Camilla1 (AUTHOR) Camilla.Groth@usn.no |
| Source: | International Journal of Technology & Design Education. Apr2025, Vol. 35 Issue 2, p611-628. 18p. |
| Subjects: | Maker movement, Learning, Government policy, Learning goals, Semi-structured interviews |
| Abstract: | In Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers' values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers' interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
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| Header | DbId: egs DbLabel: Engineering Source An: 184039236 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teachers' pedagogical beliefs in Norwegian school makerspaces. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Høibo%2C+Ingrid+Holmboe%22">Høibo, Ingrid Holmboe</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ingrid.h.hoibo@usn.no</i><br /><searchLink fieldCode="AR" term="%22Seitamaa-Hakkarainen%2C+Pirita%22">Seitamaa-Hakkarainen, Pirita</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> pirita.seitamaa-hakkarainen@helsinki.fi</i><br /><searchLink fieldCode="AR" term="%22Groth%2C+Camilla%22">Groth, Camilla</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Camilla.Groth@usn.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Apr2025, Vol. 35 Issue 2, p611-628. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Maker+movement%22">Maker movement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+goals%22">Learning goals</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In Norway, makerspaces are emerging as new educational contexts across all school levels. This trend is multifaceted as it is inspired by the global maker movement and supported by local initiatives as well as a national policy to create more opportunities to teach digital competencies. The makerspace concept facilitates this in a concrete and innovative way. Although the maker movement is established, the pedagogical foundations of maker activities in educational settings are still being developed. As the movement meets competent teachers and existing learning cultures, there is the potential to create new pedagogical knowledge and educational practices. This study explored teachers' values and beliefs regarding maker-centered learning in Norwegian schools through qualitative semi-structured interviews with maker teachers from 18 schools. The results indicate that makerspaces in Norwegian schools are initiated and driven by teachers' interests in the maker movement, which resonates with their learning beliefs. The individuals in question are mostly natural-science teachers inspired by other makers. The learning culture in Norwegian schools, and that found in the maker movement, coincide in many areas. However, there are some compatibility challenges, such as facilitating open-ended learning processes and initiating learning frameworks that allow students to act and learn based on their motivations and ideas. With guidance from the latest curricula, teachers are encouraged to teach toward learning goals, which have been traditionally achieved with structured and predefined activities. In this goal-directed environment, maker teachers struggle to find room for iterative processes, play, and productive failures. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=egs&AN=184039236 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-024-09919-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 611 Subjects: – SubjectFull: Maker movement Type: general – SubjectFull: Learning Type: general – SubjectFull: Government policy Type: general – SubjectFull: Learning goals Type: general – SubjectFull: Semi-structured interviews Type: general Titles: – TitleFull: Teachers' pedagogical beliefs in Norwegian school makerspaces. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Høibo, Ingrid Holmboe – PersonEntity: Name: NameFull: Seitamaa-Hakkarainen, Pirita – PersonEntity: Name: NameFull: Groth, Camilla IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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