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Making the Most of a Makerspace

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Bibliographic Details
Title: Making the Most of a Makerspace
Language: English
Authors: Rouse, Rob, Krummeck, Katie, Uribe, Olivia
Source: Science and Children. Feb 2020 57(6):31-35.
Availability: National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/nstas-journals-digital-editions
Peer Reviewed: Y
Page Count: 5
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Education Level: Elementary Education
Descriptors: Design, Creative Activities, Teaching Methods, Elementary School Students, Institutional Mission, Educational Objectives, Learning Activities, STEM Education, Art Education, Cooperative Learning, Feedback (Response), Conflict Resolution, Independent Study, Faculty Development, Information Technology, Instructional Design, Skill Development
ISSN: 0036-8148
Abstract: Makerspaces are collaborative workplaces equipped with a variety of high- and low-tech tools and materials that individuals can use to create physical and digital products. In this article the authors take the perspective that integrating a makerspace into a school is a proactive, thoughtful, and time-consuming process. To help meaningfully integrate a makerspace into an elementary school, they took a three-pronged approach: (1) aligning makerspace goals with the school mission; (2) designing and implementing structured maker-based activities; and (3) making all teachers aware of the importance of the makerspace.
Abstractor: ERIC
Entry Date: 2020
Access URL: https://www.nsta.org/science-and-children/science-and-children-february-2020/making-most-makerspace
Accession Number: EJ1262291
Database: ERIC
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Description
Abstract:Makerspaces are collaborative workplaces equipped with a variety of high- and low-tech tools and materials that individuals can use to create physical and digital products. In this article the authors take the perspective that integrating a makerspace into a school is a proactive, thoughtful, and time-consuming process. To help meaningfully integrate a makerspace into an elementary school, they took a three-pronged approach: (1) aligning makerspace goals with the school mission; (2) designing and implementing structured maker-based activities; and (3) making all teachers aware of the importance of the makerspace.
ISSN:0036-8148