Characterizing the Foundations of School Makerspace Research and Preparing for the Future.
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| Title: | Characterizing the Foundations of School Makerspace Research and Preparing for the Future. |
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| Authors: | Rouse, Rob1 (AUTHOR) r.rouse@uq.edu.au, Torralba, Juan2 (AUTHOR), Espinoza Mora, Elías Alejandro1 (AUTHOR) |
| Source: | TechTrends: Linking Research & Practice to Improve Learning. Nov2025, Vol. 69 Issue 6, p1168-1179. 12p. |
| Subject Terms: | *Education research, *Student engagement, *Interdisciplinary education, *Teaching methods, Makerspaces, Research evaluation, Scientific literature |
| Abstract: | Over the past decade, makerspaces have been increasingly incorporated into schools as venues for innovative and interdisciplinary instruction. At the same time, school makerspace research has increased, and much is now known about how makerspaces support students learning a range of skills, content, and practices. However, given the emergent nature of school makerspace research, there is still a pressing need to characterize the development and progress of school makerspace research as well as to point out worthwhile pathways for future school makerspace research. In this article, we characterize the foundations of school makerspace research by: (a) identifying seminal researcher- and practitioner-focused publications and describing and analyzing their impact on the field, (b) reviewing a selection of noteworthy recent school makerspace research, and (c) discussing promising directions for school makerspace research in the future. Our goal is to provide a concise resource for researchers and practitioners working in the field of school makerspace research and a clear orientation for those who wish to conduct school makerspace research in the future. [ABSTRACT FROM AUTHOR] |
| Copyright of TechTrends: Linking Research & Practice to Improve Learning 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: | Education Research Complete |
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| Abstract: | Over the past decade, makerspaces have been increasingly incorporated into schools as venues for innovative and interdisciplinary instruction. At the same time, school makerspace research has increased, and much is now known about how makerspaces support students learning a range of skills, content, and practices. However, given the emergent nature of school makerspace research, there is still a pressing need to characterize the development and progress of school makerspace research as well as to point out worthwhile pathways for future school makerspace research. In this article, we characterize the foundations of school makerspace research by: (a) identifying seminal researcher- and practitioner-focused publications and describing and analyzing their impact on the field, (b) reviewing a selection of noteworthy recent school makerspace research, and (c) discussing promising directions for school makerspace research in the future. Our goal is to provide a concise resource for researchers and practitioners working in the field of school makerspace research and a clear orientation for those who wish to conduct school makerspace research in the future. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 87563894 |
| DOI: | 10.1007/s11528-025-01103-y |
