Maker Education Meets Technology Education

Reflections on Good Practices
Erscheinungsjahr 2023
ISBN: 978-90-04-68190-3
Verlag: Brill

Buch, Englisch, Band 19, 243 Seiten, Format (B × H): 155 mm x 234 mm, Gewicht: 542 g

Reihe: International Technology Education Studies

In this book two fields meet, Technology Education with its long history, and Maker Education, a relative new shoot in the educational field. Both focus on learning through making and both value agency and motivation of learners. The purpose of this book is to understand and analyze the kind of informal and formal educational activities that take place under the umbrella of the Maker Movement and then relate this to the field of Technology Education to uncover what researchers, innovators and teachers in this field can learn from the principles, ideas and practices that are central to the Maker Movement and vice versa.


The book contains two types of chapters. The first type is case study chapters that span from Mexico, China, Korea, Denmark, the Netherlands to Kenya and from primary to tertiary level, showing a variety of good practices in maker education including both formal and informal contexts. In the subsequent thematic chapters, dedicated authors have used the case studies to reflect on themes such as curriculum reform, social learning, materiality, spatial thinking, informal versus formal learning as well as the sustainability of learning and relate what is happening in Maker Education with Technology Education to imagine possible futures for Maker Education.

Autoren/Hrsg.

Weitere Mitwirkende

M. Klapwijk, Remke

Gu, Jianjun

Yang, Qiuyue

Vries, Marc J. de

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Preface

Marc de Vries and Remke Klapwijk

List of Figures and Tables

Notes on Contributors

PART 1: The Rise of Maker Education across the World

1 Introduction

Remke Klapwijk and Marc de Vries

2 The Development and Evolution of Maker Education in China

Jianjun Gu and Qiuyue Yang

3 A Participatory Design Approach to Sustaining Makerspace Initiatives

Katrine Holm Kanstrup, Ole Sejer Iversen, Maarten Van Mechelen, Christian Dindler and Marie-Louise Wagner

PART 2: Case-Studies on Maker Education

4 Informal Learning in a Public Library Makerspace for Youth in the Netherlands

Monique Pijls, Tom van Eijck and Bert Bredeweg

5 Using “EcoMakerKits” to Stimulate Maker Mindset and Circular Thinking in Mexico

Álvaro Núñez-Solís, Suneel Madahar, Nathan Eskue and Miroslava Silva-Ordaz

6 Playful Learning by Design in Kenya: Remote Development of Design Education Workshops for Rural Kenya

Marten B. Westerhof, Mathieu Gielen, Annemiek G. C. van Boeijen and James Otieno Jowi

7 Connecting Maker Education to Secondary School Technology Education in Korea: A Case of the Technology Teachers’ Learning Community in Republic of Korea

Hyuksoo Kwon

8 Case Studies of Maker Education in China

Gu Jianjun and Yang Qiuyue

9 Maker Education in the Applied Physics Bachelor Programme at Delft University of Technology

Freek Pols and Rolf Hut

PART 3: Thematic Reflections

10 Maker Pedagogy

P. John Williams

11 Dynamic Roles of Materiality in Maker Education

Varpu Mehto and Kaiju Kangas

12 Social Learning: Does Cooperation Contribute to the Learning of the Makers?

Wendy Fox-Turnbull

13 Reflecting on Maker Education as a Potential Context for the Development of Spatial Ability

Jeffrey Buckley

14 Making in Informal and Formal Settings

Gerald van Dijk and Elwin Savelsbergh

15 Sustainability of the Case Study Maker Education Initiatives

HildaRuth Beaumont

16 Conclusions

Marc de Vries and Remke Klapwijk

Index

Über Autor(innen)

Remke M. Klapwijk is a researcher at Delft University of Technology on the Pedagogy of Design and Technology Education and co-founder of the Delft Science Hub in which primary schools, teacher educators, engineers and designers cooperate. She co-developed the toolbox Make Design Learning Visible, a formative assessment tool and developed various (in-service) teacher resources and trainings. Together with Peter Troxler she chaired the First Dutch Fablearn Conference in 2018.

Jianjun Gu is Doctor of Education, Distinguished Professor of Changjiang Scholars Program of the Ministry of Education, National Cultural Famous Scholar and Outstanding Talent, Director of K-12 Technology and Engineering Education Center, Director of STEM Education Research Institute and Director of the International Technology and Engineering Educators Association (ITEEA) China Center.

Yang Qiuyue is Doctor of Education, researcher at Hubei University of Technology on the Vocational and Technology Education. Her research interests relate primarily to technical literacy, STEAM education, technical design thinking, creativity, formative assessment, vocational and technical ability development.

Marc J. de Vries is Professor of Science Education and Professor of Christian Philosophy of Technology at Delft University of Technology, the Netherlands. He is the editor-in-chief of the International Journal of Technology and Design Education and series editor of the International Technology Education Studies book series.