This paper extends the concept of digital literacy and applies it to Making. Through case descriptions, we contribute an understanding of how children can become or fail to become individuals literate in Making within a formal learning context. Our …
The purpose of this paper is to focus on how the “Making as Micro-Manufacture (M2)” model, can elucidate STEM learning and self-efficacy outcomes in high-school students through the development of communities of practice in the classroom. We focus on …
With increasing focus on integrating 3D printing in educational settings, more emphasis needs to be placed onhow to introduce young students to the complexities of the 3D printing process. Inspired by the patrons of 3D printer services, we engage …
This paper proposes Micro-Manufacture (M2), a model of Making that extends its practice to include aspects of engineering concerns of production and reproducibility. A longitudinal study was conducted with six high school students engaging in the M2 …
The Maker phenomenon revolves around the technology-enabled hands-on production of artifacts, and has been consistently proposed as a vehicle for STEM education and to inculcate a ‘Maker mindset’ in children. While Making is physical and activities …
With the increasing interest of integrating Making into formal set- tings, like public school classrooms, questions have emerged on how to sustain Making as a practice in these environments. Men- tors, who can guide students’ development of Making …
As Making moves from informal settings, such as museums and libraries to formal learning contexts, such as the classroom, questions arise with regard to the sustainability of the practice of Making. Learning in the classroom is continuous over time, …