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Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research.

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Title: Taking the maker movement to school: A systematic review of preK-12 school-based makerspace research.
Authors: Rouse, Rob1 (AUTHOR) rrouse@smu.edu, Rouse, Amy Gillespie1 (AUTHOR)
Source: Educational Research Review. Feb2022, Vol. 35, pN.PAG-N.PAG. 1p.
Subject Terms: *Educational outcomes, *Best practices, *Student activities, *Middle schools, Maker movement, Hand washing, Meta-analysis
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. • School-based makerspaces engage preK-12 students in a variety of activities. • School-based makerspace interventions examine a wide range of educational outcomes. • The scope and objectives of makerspace activities complement those of schools. • Best practices for makerspace teachers are largely lacking. • An equity-oriented approach to designing makerspace activities is still emerging. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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. • School-based makerspaces engage preK-12 students in a variety of activities. • School-based makerspace interventions examine a wide range of educational outcomes. • The scope and objectives of makerspace activities complement those of schools. • Best practices for makerspace teachers are largely lacking. • An equity-oriented approach to designing makerspace activities is still emerging. [ABSTRACT FROM AUTHOR]
ISSN:1747938X
DOI:10.1016/j.edurev.2021.100413