Learning in the Making: A Comparative Case Study of Three Makerspaces
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| Title: | Learning in the Making: A Comparative Case Study of Three Makerspaces |
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| Language: | English |
| Authors: | Sheridan, Kimberly M., Halverson, Erica Rosenfeld, Litts, Breanne K., Brahms, Lisa, Jacobs-Priebe, Lynette, Owens, Trevor |
| Source: | Harvard Educational Review. Win 2014 84(4):505-531. |
| Availability: | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2014 |
| Sponsoring Agency: | National Science Foundation |
| Contract Number: | IIS-1216994 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Creative Activities, Design Crafts, Hands on Science, Shared Facilities, Comparative Analysis, Case Studies, Studio Art, Educational Environment, Student Projects, Discovery Learning, Interdisciplinary Approach, Learner Engagement, Innovation, Interviews, Observation |
| Geographic Terms: | Michigan, Pennsylvania, Wisconsin |
| ISSN: | 0017-8055 |
| Abstract: | Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field. |
| Abstractor: | As Provided |
| Number of References: | 37 |
| Entry Date: | 2014 |
| Access URL: | https://hepg.metapress.com/link.asp?target=contribution&id=BRR34733723J648U |
| Accession Number: | EJ1048050 |
| Database: | ERIC |
| Abstract: | Through a comparative case study, Sheridan and colleagues explore how makerspaces may function as learning environments. Drawing on field observations, interviews, and analysis of artifacts, videos, and other documents, the authors describe features of three makerspaces and how participants learn and develop through complex design and making practices. They describe how the makerspaces help individuals identify problems, build models, learn and apply skills, revise ideas, and share new knowledge with others. The authors conclude with a discussion of the implications of their findings for this emergent field. |
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| ISSN: | 0017-8055 |
