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Which Maker and STEAM integration styles stand out in education? A systematic review of pedagogical practices in teacher education.

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Title: Which Maker and STEAM integration styles stand out in education? A systematic review of pedagogical practices in teacher education.
Authors: Calheiro, Lisiane Barcellos1 (AUTHOR), Greca, Ileana M.2 (AUTHOR) imgreca@ubu.es
Source: International Journal of Technology & Design Education. Apr2026, Vol. 36 Issue 2, p951-981. 31p.
Subjects: Maker movement, STEAM education, Teacher education, Teaching methods, Interdisciplinary education, In-service training of teachers
Abstract: The growing demand to prepare teachers to face 21st-century educational challenges has driven the adoption of active methodologies, including the integration of STE(A)M education and the Maker model. These approaches foster critical thinking, creativity, and collaboration through practical skills and interdisciplinary experimentation. This study systematically reviews the literature to identify styles of Maker model integration in science teacher education at the basic education level, as well as challenges and strategies for its implementation. The analysis revealed a predominance of the collaborative style, followed by subordinate and peripheral approaches. Most studies reported positive impacts on teaching confidence, technical skills, and interest in innovative pedagogical practices. However, challenges such as limited curriculum time, restricted access to resources, and the need for continuous training hinder effective implementation. Additionally, the Maker model remains underrepresented in developing countries, highlighting the need for further research across diverse cultural and economic contexts. Integrating the Maker model with STE(A)M education significantly enhances teacher training, fostering a more dynamic and innovative learning environment. However, successful implementation requires institutional support, curriculum alignment, and ongoing professional development. The study underscores that different integration styles—collaborative, peripheral, and subordinate—must be adapted to teachers' needs and educational systems. While findings are promising, broader analyses are needed to strengthen the empirical foundation on the impact of these methodologies in basic education. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:The growing demand to prepare teachers to face 21st-century educational challenges has driven the adoption of active methodologies, including the integration of STE(A)M education and the Maker model. These approaches foster critical thinking, creativity, and collaboration through practical skills and interdisciplinary experimentation. This study systematically reviews the literature to identify styles of Maker model integration in science teacher education at the basic education level, as well as challenges and strategies for its implementation. The analysis revealed a predominance of the collaborative style, followed by subordinate and peripheral approaches. Most studies reported positive impacts on teaching confidence, technical skills, and interest in innovative pedagogical practices. However, challenges such as limited curriculum time, restricted access to resources, and the need for continuous training hinder effective implementation. Additionally, the Maker model remains underrepresented in developing countries, highlighting the need for further research across diverse cultural and economic contexts. Integrating the Maker model with STE(A)M education significantly enhances teacher training, fostering a more dynamic and innovative learning environment. However, successful implementation requires institutional support, curriculum alignment, and ongoing professional development. The study underscores that different integration styles—collaborative, peripheral, and subordinate—must be adapted to teachers' needs and educational systems. While findings are promising, broader analyses are needed to strengthen the empirical foundation on the impact of these methodologies in basic education. [ABSTRACT FROM AUTHOR]
ISSN:09577572
DOI:10.1007/s10798-025-10017-y